Fernando, Professor J.N. Oleap
BSc (Ceyl); PhD (Lond.); D.I.C., Dipl. Mgt (OUSL); C.Chem.; FNASSL; FRSC, F.I. Chem. C.; FRACI.
Current appointments
Senior Professor of Chemistry, Open University of Sri Lanka for nearly 19 years (1984–to date)
Member, Public Service Commission
Honorary Dean of the College of Chemical Sciences, Institute of Chemistry, Ceylon
Chairman/Academic Board, Institute of Chemistry, Ceylon
Member, Board of Management, National Science Foundation.
Project Director, Asian Chemical Education Network of the Federation of Asian Chemical Societies.
Council Member, National Academy of Sciences of Sri Lanka
Member, UGC Standing Committee on Sciences
Executive Council Member, Organization of Professional Associations of Sri Lanka.
Controlling Chief Examiner G.C.E. (Advanced Level) Examination in Chemistry.
Dean, Faculty of Natural Sciences, Open University of Sri Lanka (1993–1999)
Head/Chemistry, Open University of Sri Lanka (1984–1993)
General President, Sri Lanka Association for the Advancement of Science (2001)
President, Institute of Chemistry, Ceylon (1984–1986)
Chairman, Sri Lanka Section of the Royal Society of Chemistry (1980–1982)
Honorary Secretary (1996–2000) and Member (1982–2000) of the Board of Governors of St. Thomas’ College
Commonwealth Fellow at Imperial College, London, UK (1968–1971)
Visiting Leverhulme Commonwealth Fellow at UMIST, Manchester (1977/78)
Visiting Professor of Chemistry, University of Papua New Guinea (1987)
Member of the Academic Staff of the Sri Lankan University System for a continuous period of nearly 37 years at Peradeniya (1966/67) Colombo (1967–84) and Open University (1984–to date)
Vice-President, Organization of Professional Associations of Sri Lanka (1991/92).
Chartered Chemist (Sri Lanka/United Kingdom/Australia)
Fellow of the Royal Society of Chemistry, Institute of Chemistry, Ceylon and Royal Australian Chemical Institute
Fellow of the National Academy of Sciences of Sri Lanka
Has attended international and regional conferences/seminars/symposia as a participant/resource person in several areas of interest including Chemistry, Chemical Education, Distance Education, Technical Education, Low–Cost Teaching Equipment, Professional Development, etc.
University Entrance Scholar (1962)
University First Exam Exhibition (1963)
B.F. Khan Gold Medal for Chemistry at University of Ceylon (1966)
Distinguished Services Award of the Institute of Chemistry, Ceylon (1995)
THE ROLE OF PROFESSIONAL BODIES AND LEARNED SOCIETIES IN FURTHERING SCIENCE AND MATHEMATICS EDUCATION IN DEVELOPING COUNTRIES
Although Science and Mathematics have a decisive and crucial influence on the lives of all citizens, there are very severe global challenges to effective and effectual Science and Mathematics Education in all countries. More and more students are being attracted for various reasons towards the apparently economically more lucrative professional courses such as medicine, law and commerce. The efficiency of national/state governments in asserting this trend as well as providing adequate financial, human and other resources towards endeavors such as the necessary development of science and mathematics education appears to be extremely small. Their ability to provide for the essential innovative and creative developments (including curriculum changes, student support, teacher training and elimination of gender disparities) is increasingly in great doubt for numerous reasons. The problem is unfortunately most acute in developing countries in the Third World.
Professional bodies and educated societies with their autonomous, independent and non-political outlook therefore have a distinct and unique role to play in furthering Science and Mathematics Education in their respective countries. Such scientific institutions have the added advantage that they are able to look at the situation objectively and with the long- term advantages in view in striking contrast to national/state governments whose objectives are quite often shortsighted, political and subjective.
The exemplary and noteworthy manner in which the professional body of Chartered Chemists in Sri Lanka (College of Chemical Sciences of the Institute of Chemistry, Ceylon) has acted over the past three decades in furthering professional chemical education at technician and graduate levels will be discussed as typical of the contribution such a body can make towards meeting the global challenges in Science and Mathematics Education. Enhancement of the knowledge of Mathematics forms a crucial and central place in all these endeavors. A very big opportunity has also been given to female students to qualify through these professional education programs. In fact, more female students dropped out of the College of Chemical Sciences in comparison to male students.
This example should provide adequate and convincing evidence as to how and why this alternate model of making use of professional bodies and educated societies can make a crucial and critical difference to meet the current global challenges in Science and Mathematics Education in Developing Countries in the 21st century.
OPEN AND DISTANCE LEARNING (ODL) AS AN EFFECTIVE TOOL IN FURTHERING SCIENCE AND MATHEMATICS EDUCATION FOR THE 21st CENTURY
Over the past five decades, Open and Distance Learning (ODL) has proved to be an effective way in which education can be offered to very large numbers at lower cost without any serious effect on the quality of the education imparted. In fact ODL teaching systems are increasingly proving to be vehicles through which high quality education can be made available in a pragmatic manner in new ways that have increasingly greater acceptance amongst many educators. ODL necessarily combines the methodology of distance education with the philosophy of open learning. The largest beneficiaries of ODL could be the adults, the matured, late developers, the geographically disadvantaged and the differently abled segments of our society.
The manner, speed and form in which ODL institutions have grown in a very large number of countries, both in the developed and developing worlds, have fortunately received the backing and support of national/state governments as well as other multilateral and nongovernmental organizations. Modern developments in Information and Communication Technology (ICT) have been welcomed catalyst drivers in further enhancement of ODL in meeting global challenges to science and mathematics education in all countries. The multimedia approach, which is inherent and part and parcel of Open and Distance Learning systems, has received a tremendous boost in recent times through developments in ICT.
The classic and lasting example of the Open University of Sri Lanka in furthering science, mathematics and technological education at foundation, certificate, diploma, graduate and post-graduate levels in Sri Lanka over the past 25 years will be presented in the course of the presentation. This will enable one to view and thus illustrate as to how ODL could make a tremendous impact and vital contribution to enhance the levels of science, mathematics and technological education particularly in developing countries. A little more assistance from national governments would no doubt enable ODL to become an even more useful and effective contributor to further education, teaching/learning in the areas of science and mathematics in the 21st century.