Examined are open learning systems in Australia, Canada, France, Federal Republic of Germany, Iran, Israel, Japan, Kenya, Lebanon, Poland, Union of Soviet Socialist Republics, United Kingdom, and the United States. The implications of open-learning and its relation to nontraditional student and continuing education, educational and social pressures on public and private universities, and communications technology are discussed. Additional topics discussed include: students; their situation and needs; research and evaluation; the curriculum and choice of media; the use of broadcasting; making the courses; the use and transfer of experience; effectiveness and costs; questions for planners; and the impact of open learning. (Author/KE)