Scientific Research Journal (SCIRJ), Volume II, Issue II, February 2014 41 ISSN 2201-2796 www.scirj.org © 2014, Scientific Research Journal Higher Education Policy in Sri Lanka: Implementation in State Universities Niruba Sarath Jayasundara Seinior Lecturer in Linguistics, Department of Languages and Communication Studies Trincoamlee Campus, Eastern University Sri Lanka. PhD Research Scholar, Centre of Advanced Study in Linguistics, Annamalai University, Tamil Nadu Niruba2371@gmail.com Abstract: The present paper focuses on effectiveness of the Higher Education System in the research domain of Sri Lanka as a unit of analysis. The aim of this research paper is to explain and elaborate the system of Higher Education prevailed in the Island since its inception and how the colonial objectives have transformed to social demands and economic changes prevailed in Sri Lanka and how far Sri Lanka has succeeded to modernize the Higher Education policy with the aim of enhancing the efficiency of the system to fit into the globalized trend. Finally the research will serve as a base for the policy makers for possible changes at the appropriate stages to be addressed or adopted. Key words: Higher Education System, Free Education Scheme, Colonial Objectives, Effectiveness, Higher Education Policy, Oxbridge Model, Redbrick Model. I. INTRODUCTION Higher Education is the central to the creation of a knowledge based society, and the development of a country depends primarily on its ability to produce and make use of knowledge for development. In other words, knowledge is becoming the core of a country’s competitive advantage, and the production and the dissemination of knowledge are parts of the process of development based on an effective Higher Education Policy. Higher Education, in the context of the current developments in Sri Lanka, is of paramount importance for economic and social development. II. HIGHER EDUCATION IN THE COLONIAL RULE IN SRI LANKA Higher education in Sri Lanka has been based on the several prominent Pirivenas (Ancient Buddhist Monks Training Centres) during the local Kingdoms. The origins of the modern university system in Sri Lanka dates back to 1921 when a University College, the Ceylon University College was established at the former premises of Royal College Colombo affiliated to the University of London. However, the begin of modern higher education in Ceylon was in 1870 when the Ceylon Medical School was established followed by Colombo Law College (1875), School of Agriculture (1884) and the Government Technical College (1893). Tertiary Education system in Sri Lanka, which consists of seventeen universities, nine Institutes and seven Post-Graduate institutes, began formally in 1921 with the establishment of colonial-oriented University College, which was later elevated to the fully fledged University in 1942. The University of Ceylon, which came existence in 1942 remained in Colombo more than a decade, and began to dominate the system of higher education in the country till the end of the sixties. Both these institutions- the University College (1921) and the University of Ceylon (1942) functioned as elite institutions, catering to a limited number of students, and it restricted its intake of students because they were expected to adhere to colonial objectives of education. The University College (1921) was very much of a colonial institution and it functioned on the basis of the colonial objectives of providing limited higher educational opportunities. The University of Ceylon was modelled on the Oxbridge formula, at