Universities are more than just educational institutions; they are vital centers of knowledge creation and intellectual growth that have the potential to shape a nation’s future. In Sri Lanka, universities play a crucial role in developing skilled individuals across various disciplines, including health, engineering, economics, social sciences, and the arts. These institutions not only produce graduates but also generate valuable research aimed at solving pressing social, economic, and environmental challenges. However, despite the wealth of knowledge produced within universities, much of this research remains disconnected from public policy and national development processes.

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In Sri Lanka, universities represent the highest level of education, selecting exceptional students for advanced studies and research that support intellectual and cultural growth. The country currently has fifteen universities established under the University Grants Commission (UGC) and recognised by the Universities Act No. 16 of 1978, along with five additional state universities formed through specific parliamentary acts but not governed under the university ordinance.

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While national development is often measured by physical infrastructure such as roads, buildings, and technological advancements, it must also include intellectual growth, cultural preservation, and spiritual well-being to create a truly progressive society. In the Sri Lankan context, this broader vision of development has often been overlooked.

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Despite significant investments in physical infrastructure, the country continues to struggle with sustaining long-term growth and stability. This is largely due to persistent weaknesses in institutional performance, poor coordination among key sectors, and governance structures that frequently fail to incorporate expert knowledge and research into decision-making. As a result, policies are sometimes formulated without adequate evidence, leading to missed opportunities for inclusive development and the strengthening of social cohesion (Herath & Alailima, 2019).

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Each year, universities in Sri Lanka produce many social research projects aimed at addressing societal issues. Students specialising in social sciences usually inquire into current, field-specific problems in their research, analyse them, and provide solutions. However, Sri Lanka lacks a system to accurately assess the volume of social research produced annually by universities, and the findings of these studies are rarely integrated into state mechanisms or policymaking.

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Additionally, there is often limited political will to seriously engage with research, especially when it challenges existing agendas or power structures. In many cases, student-led studies do not receive the recognition they deserve, further weakening their influence. Compounding these issues, some students lack adequate training in research methodology, which can result in studies that meet academic requirements but lack the depth or rigor needed to create real-world impact (UNESCO, 2017).

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The recent past has shown us how decision-making can falter when it is carried out without adequately considering research data and recommendations. One clear example is the economic crisis triggered by the sudden ban on chemical fertilizers and the push for organic farming. Despite multiple university-level research studies highlighting the harmful effects of chemical fertilizers and the benefits of organic alternatives, these insights were not sufficiently factored into the policy process, leading to significant hardship for farmers. Many suffered crop losses, fell into debt, and some even took their own lives. The country had to import rice at high prices, and all of this directly contributed to the worsening economic crisis. Moreover, the rates of child and adult malnutrition increased. This situation may stem, at least in part, from the disconnect between university researchers and state institutions.

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Ultimately, a sustainable path to national development lies in integrating university research into public decision-making, fostering innovation, and preserving cultural heritage, moving beyond political agendas to create a more informed and resilient society.

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Having identified the above-mentioned gap, the National Peace Council of Sri Lanka (NPC), with the support of the Strengthening Social Cohesion and Peace in Sri Lanka Programme (SCOPE),  has launched a project named Mobilising University-State Engagement for Reconciliation (MUSTER) to integrate the university system and the state mechanism in the country. We collaborated with four state universities (Ruhuna, Sabaragamuwa, Jaffna, and Batticaloa) and the respective District Secretariats in four districts (Matara, Ratnapura, Jaffna, and Batticaloa) to initiate a research process based on peace and social cohesion issues identified at the grassroots level in these areas.

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To strengthen the research foundation and to ensure that district-level issues were accurately identified, the Sri Lanka Barometer findings were also introduced to both university students and state officials. Based on this groundwork, students from the four universities successfully conducted twelve impactful research studies, which were presented to relevant state authorities. In response, authorities have already proposed practical solutions to several of the identified issues.

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A case in point is the research undertaken by the University of Ruhuna, which examined the challenges faced by the Hulandawa Estate community due to unequal resource distribution. The study brought to light several pressing concerns affecting the daily lives of residents. These included the absence of a Grama Sevaka officer in the area, a shortage of teachers in the local school, and the lack of a Ganesha statue for Hindu devotees, which the community hoped to address through government intervention. As a result of this research, a Grama Sevaka officer is now appointed to the area once a week, marking a successful government response. In addition, discussions are underway to appoint two volunteer teachers to mitigate the shortage in the school. Authorities have also indicated that environmental assessments will be carried out prior to installing a Ganesha statue for worship.

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Similarly, the research conducted by the University of Batticaloa on improving the living conditions of Muslim women resettled after the war has led to a tangible outcome: the government has facilitated access to a center where these women can freely sell their products, thereby supporting their economic empowerment.

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Moreover, based on the findings of the research conducted by the Sabaragamuwa University team regarding challenges in accessing government services in Tamil in the Nanperiyal Estate, NPC has initiated a new project aimed at addressing these issues. This project includes organising a series of practical programs to raise awareness among the estate community – particularly on how to correctly access government services in their own language.

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Through this process, NPC was able to contribute to the strengthening of a culture of making development decisions based on scientific research. It is encouraging to see that many District Secretariats have now expressed their intention to continue collaborating with universities in the future to better understand the causes of ongoing issues and to find evidence-based solutions with the support of academic research.

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In this way, it becomes evident that grassroots-level research can play a crucial role in identifying real community problems and prompting appropriate and practical solutions through government and institutional collaboration.

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References

University Grants Commission (UGC), Sri Lanka. (n.d.). List of Recognized Universities in Sri Lanka. Retrieved from https://www.ugc.ac.lk

Universities Act No. 16 of 1978. (1978). Parliament of Sri Lanka. Retrieved from https://www.ugc.ac.lk/en/policies/acts-and-ordinances/1978-universities-act.html

De Silva, K. M. (1998). Reaping the Whirlwind: Ethnic Conflict, Ethnic Politics in Sri Lanka. Penguin Books.

Gunawardena, C. (2011). Higher Education in Sri Lanka: A Historical Overview. Journal of the University of Colombo, 2(1), 15–29.

UNESCO. (2017). Research and Development Expenditure (% of GDP) – Sri Lanka. Retrieved from https://data.worldbank.org

Herath, D., & Alailima, P. J. (2019). University Research and Public Policy: Bridging the Gap in Sri Lanka. Sri Lanka Journal of Social Sciences, 42(2), 85–94.

Weerakkody, N. D. (2022). Fertilizer Crisis and Policy Failure in Sri Lanka: A Case of Neglecting Scientific Input. Colombo Policy Briefs, 7(1), 1–6.

Ministry of Environment. (2020). State of the Environment Report – Sri Lanka. Retrieved from http://env.gov.lk

Fernando, A. M. (2021). The Organic Farming Shift in Sri Lanka: Lessons from a Policy Disaster. Daily FT. Retrieved from https://www.ft.lk

Samarajiva, R. (2022). Data-Driven Policy Making in Sri Lanka: Barriers and Enablers. LIRNEasia Working Papers.

Citizens’ Forum for Environment. (2022). Report on the impacts of the Matara Saltwater Barrier and community opposition. (NGO report; unpublished but cited in multiple local media reports).

Institute of Policy Studies. (2020). Governance and Public Sector Efficiency in Sri Lanka: Challenges and Reforms. IPS Research Briefs. https://www.ips.lk/

Senanayake, S. (2017). Bridging the gap: Universities and their role in public policy in Sri Lanka. Sri Lanka Journal of Social Sciences, 40(1), 35–42. https://doi.org/10.4038/sljss.v40i1.7936

Ministry of Tourism and Cultural Affairs, Sri Lanka. (2021). Cultural Heritage and Creative Industry Strategy for Sustainable Tourism Development. https://www.researchgate.net/publication/349214699, (Research Productivity of Sri Lankan Universities in the International Ranking Systems and Mandatory Contribution of Librarians?)

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Amila Nuwan Madusankha currently works as a Program Coordinator at the National Peace Council of Sri Lanka, where he works closely with university youth to promote social harmony and integration. He holds a Special Honours Degree in Mass Communication and a Master of Philosophy (MPhil) in Mass Communication from the University of Kelaniya. In addition to his role at the National Peace Council, he works as a freelance journalist and as a visiting lecturer at the Aquinas Institute of Higher Education.

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