ULLAS, an acronym for Understanding Lifelong Learning for All in Society, is a flagship initiative of the Government of India, also known as the New India Literacy Programme (NILP) or Nav Bharat Saksharta Karyakram.
Launched in 2022, this noble initiative aims to make non-literate individuals aged 15 years and above literate. The programme seeks to impart essential knowledge and skills to millions of people across the country. It is a mission to transform ignorance into knowledge, covering Foundational Literacy and Numeracy (FLN), financial literacy, health education, digital literacy, legal awareness and other essential life skills. Vocational skills and basic education are also important components of this initiative.
ULLAS is undoubtedly a visionary programme currently underway across the country, including in Jammu and Kashmir. According to the available figures for 2026, almost 19% of India’s population aged seven years and above remains illiterate. This makes it imperative to address the challenge, particularly in far-flung and rural areas where access to educational opportunities remains a concern.
The people associated with this mission have been working tirelessly to realise the dream of a fully literate India by 2027. Achieving this goal is certainly not an overnight task. It requires sustained efforts, collective responsibility, proper planning and an effective implementation mechanism. Undoubtedly, the task is challenging and cumbersome, but it is not impossible.
Challenges and Implementation
This unique initiative was launched with the involvement of thousands of Volunteer Teachers (VTs), entrusted with the crucial responsibility of educating non-literate individuals. These volunteers were provided with basic teaching-learning materials and stationery and have since been working sincerely to make this noble mission successful.
Fortunately, I am also associated with this programme. I had the opportunity to impart various training sessions to young Volunteer Teachers in my zone, Tangmarg, besides contributing to the initiative in several other ways. During its initial phase, I witnessed remarkable enthusiasm and dedication among these volunteers. They were highly motivated to serve their communities and contribute to society through this noble mission of spreading education.
However, what is disheartening is the gradual decline in their enthusiasm and participation. Many volunteers who were once full of zeal and determination have gradually lost interest. There are several reasons behind this situation, but one of the most important is the absence of financial remuneration or any meaningful support for their efforts.
The lack of adequate teaching-learning materials for non-literate learners has further added to the difficulties. Consequently, a considerable number of volunteers have gradually withdrawn from this initiative. As a result, the responsibility initially entrusted to Volunteer Teachers is increasingly shifting towards government school teachers, adding to the workload of an already overburdened teaching fraternity.
Recalling his initial involvement in the programme, one of the volunteers, Farooq Ahmad of Chanapora village, Tangmarg, expressed his disappointment:
When this programme was initiated, I was among the first to take up the responsibility of educating non-literate people. However, despite my continued efforts, I have not received even a single penny to date, not even basic teaching materials such as copies and pencils. This is sheer injustice to those who have volunteered their services. Consequently, I have decided to discontinue my involvement.
This is not an isolated story. There are several similar experiences of volunteers who began this journey with immense enthusiasm but gradually became disheartened due to the absence of financial assistance, recognition and institutional support.
At least, the government should consider providing reasonable financial assistance or an appropriate honorarium to these qualified volunteers. Their contribution should not be taken for granted merely because the programme is based on volunteerism. A proper policy, adequate resources and a transparent support mechanism can go a long way in sustaining their motivation and ensuring meaningful participation.
Another major concern is the increasing transfer of responsibilities to government schools. Teachers are now required to conduct surveys, identify non-literate individuals, locate and mobilise learners, assess their progress and prepare reports and results. While teachers certainly have an important role in supporting such educational initiatives, assigning them every operational responsibility is neither practical nor desirable.
Such additional engagements eventually affect the regular academic activities in schools. Teachers, who are primarily responsible for classroom teaching, are compelled to devote considerable time to surveys, documentation and other administrative assignments. This places an additional burden on an already stretched teaching workforce and takes away valuable time from their primary responsibility of teaching.
Conclusion and the Way Forward
There is no denying that ULLAS is a mission-oriented initiative, and such missions require dedication, commitment and collective efforts. However, commitment alone cannot compensate for the absence of proper planning, resources and an effective implementation strategy.
If the dream of a fully literate India is to become a reality, the government must revisit the existing implementation mechanism and address the genuine concerns of Volunteer Teachers. A reasonable honorarium or minimum financial assistance should be considered for qualified volunteers, along with adequate teaching-learning materials, regular guidance and recognition of their contribution.
There must also be a clear division of responsibilities between Volunteer Teachers and government schoolteachers. Schools should not become the default implementing agencies for every activity without considering their existing academic commitments.
ULLAS must become a people-driven movement rather than merely a paperwork-oriented exercise. Its success should be measured not just through surveys, enrolment figures and reports, but through actual learning outcomes and meaningful changes in the lives of non-literate individuals.
A mission that seeks to enlighten millions must not allow the very people entrusted with spreading that light to remain neglected and disheartened.
Author is Govt Teacher/Resource Person/UT Best teacher Awardee. bhathassan2098@gmail.com
