Open learning systems require the development of learning materials. Potential economies of scale and quality control advantages argue in favor of the central development of materials packages. Instructors would be free to concentrate upon the provision of tutorial and counseling support and laboratory and workshop hands-on experience. Some method is needed for calculating the equivalent of the student-staff ratio, the most extensively used resource utilization performance indicator in further education. One method depends upon (1) identification of an equivalent conventional mode of study--the analogue, (2) negotiation of notional weekly hours and target class sizes, and (3) management of the deployment of open learning tutors on the basis of the class contact equivalent derived by dividing the target class size by the notional weekly hours. Since the nature of open learning emphasizes the importance of initial counseling and a secure, up-to-date student record, a slightly higher level of administrative support is required. Fees of open learning students should be expected to be comparable with the rest of further education and would provide in full for maintenance of their learning materials. Their fees, however, would not recover the full cost of counseling and tutorial support. (Some data analyses are appended.) (YLB)