The Government of Chhattisgarh has launched a new literacy-focused initiative aimed at moving communities from basic illiteracy towards functional literacy and greater social participation. According to the reported initiative, Panchayats and wards that become free of illiteracy will be recognised through an “Angutha Mukt Panchayat/Ward” (Thumbprint-Free Panchayat/Ward) certificate.

The initiative is linked with the broader objective of making Chhattisgarh fully literate by 2026–27. It also seeks to make literacy a community movement rather than limiting it to classroom-based education. Activities such as the “Ullas Wall,” “Ullas Bell,” “Ullas Diary” and recognition of high-performing young volunteers as “Super-30” are intended to publicly celebrate the achievement of newly literate citizens.

The initiative is particularly relevant for CGPSC aspirants because it connects adult education, literacy, local governance, community participation, women’s empowerment, NEP 2020 and the ULLAS–Nav Bharat Saaksharta Karyakram.

Why in News?

The issue came into focus around Independence Day 2026 following a reported Chhattisgarh government initiative to recognise Panchayats and wards where surveys find no remaining illiterate persons.

According to the report:

• Panchayats and wards achieving the required literacy status will receive an “Angutha Mukt Panchayat/Ward” certificate.
• “From Thumbprint to Pen” felicitation programmes will be organised.
• Newly literate citizens who pass the literacy assessment will be honoured.
• Schools and public buildings may feature “Ullas Walls”, where newly literate people can write their names/signatures.
• An “Ullas Bell” will symbolise the achievement of becoming literate.
• Names of newly literate persons will be recorded in an “Ullas Diary.”
• Young people who help make large numbers of people literate will be recognised as “Super-30.”

CGPSC Focus: The important conceptual link is between this state initiative and the ULLAS–Nav Bharat Saaksharta Karyakram, the Union Government’s centrally sponsored adult-literacy programme.

Background and Historical Context

From Adult Education to Lifelong Learning

India’s literacy policy has gradually moved beyond simply teaching adults to read and write. Modern adult education increasingly incorporates:

• Reading and writing
• Numeracy
• Digital literacy
• Financial literacy
• Legal awareness
• Health and hygiene
• Vocational skills
• Continuing education

This broader understanding is reflected in the National Education Policy (NEP) 2020, which emphasises adult education and lifelong learning.

The Government of India launched ULLAS – Nav Bharat Saaksharta Karyakram, also known as the New India Literacy Programme (NILP), for the period 2022–2027. It targets non-literate persons aged 15 years and above who missed opportunities for formal schooling.

The programme is built around the vision of “Jan Jan Saakshar” and relies significantly on community participation and volunteerism.

Key Features

The Chhattisgarh initiative represents several important principles:

• Community-based literacy
• Adult education
• Local-government participation
• Volunteerism
• Public recognition
• Functional literacy
• Social empowerment
• Lifelong learning

How the ULLAS Model Works

ULLAS uses both online and offline approaches.

The programme can function through Samajik Chetna Kendras, which may operate through schools, Panchayat offices, community halls, libraries and other community spaces. Volunteers can help learners acquire foundational literacy, numeracy and life skills.

The ULLAS Mobile App also supports registration and learning activities.

Important Institutions and Stakeholders

• Ministry of Education
  • The Department of School Education and Literacy (DoSEL) under the Ministry of Education is responsible for the national framework of ULLAS.
• State Government
  • State governments are responsible for implementing the programme according to local requirements.
• District Literacy Mission Authorities
  • District-level literacy structures help coordinate implementation and community participation. For example, Surguja district constituted an Executive Committee of the District Literacy Mission Authority for implementation of the ULLAS programme.
• Panchayats and Local Bodies
  • Local institutions are particularly important because literacy campaigns require identification of learners, community mobilisation and monitoring at the grassroots level.
• Volunteers
  • ULLAS follows a volunteer-based model. Students, teachers, community members and other literate citizens can participate as volunteer teachers.

Key Facts and Data

Prelims Fact:

• ULLAS: Understanding of Lifelong Learning for All in Society.
• Official programme: ULLAS–Nav Bharat Saaksharta Karyakram.
• Implementation period: FY 2022–27.
• Target group: Non-literate persons aged 15 years and above.
• Vision: “Jan Jan Saakshar.”
• Approach: Volunteerism and community participation.
• Alignment: National Education Policy 2020.
• Major components: Foundational Literacy and Numeracy, Critical Life Skills, Basic Education, Vocational Skills and Continuing Education.
• ULLAS has a five-year total outlay of about ₹1,037.9 crore, including Central and State shares.
• The ULLAS Mobile App was launched in July 2023.
• The Foundational Literacy and Numeracy Assessment Test (FLNAT) assesses reading, writing and numeracy skills.

Chhattisgarh-specific data

• ULLAS Enrolment: Chhattisgarh recorded 8,12,495 cumulative learners enrolled under ULLAS up to 2024–25.
• Year-wise: 1,20,992 learners in 2023–24 and 6,91,503 in 2024–25.
• PLFS 2025: Rural literacy rate (age 7+) in Chhattisgarh was 79.2%.
• Gender Gap: Rural male literacy was 86.7%, compared with 71.8% for females.
• Other Schemes similar to this: Atal Utkrisht Shiksha Yojna 
• Key Concern: Rural-urban and gender disparities in literacy remain important policy challenges

Mains Point: Literacy must therefore be viewed not only as an education issue but also as a question of social inclusion, gender equality and human capital formation.

Significance of the Initiative

Social Significance

Literacy can significantly improve a person’s ability to participate independently in society.

Important benefits include:

• Ability to read government documents and notices.
• Greater awareness of rights and entitlements.
• Better ability to understand banking and financial documents.
• Reduced dependence on others for basic written communication.
• Greater participation in local governance.
• Increased confidence and social dignity.

The symbolic transition from “thumbprint to signature” therefore represents more than a change in the method of authentication. It represents greater independence and agency.

Economic Significance

Functional literacy can contribute to economic empowerment by helping people:

• Read basic financial information.
• Understand wages and employment-related documents.
• Use banking services.
• Access government schemes.
• Understand digital transactions.
• Improve their ability to acquire vocational skills.

Governance Significance

Literacy strengthens the effectiveness of welfare-oriented governance.

A literate citizen is better positioned to:

• Read government notifications.
• Understand scheme eligibility.
• Complete forms.
• Access digital government services.
• Participate in Gram Sabha processes.
• Understand Panchayat-level information.

CGPSC Focus: Adult literacy and local governance can be connected to the broader principle of participatory democracy.

Gender Significance

Women often face greater barriers to formal education and adult literacy.

Improving female literacy can support:

• Household decision-making.
• Financial independence.
• Health awareness.
• Children’s education.
• Digital inclusion.
• Participation in Self-Help Groups.
• Greater engagement with local governance.

Major Challenges and Concerns

1. Reaching Remote Communities

Chhattisgarh has substantial rural and tribal populations, including communities living in geographically difficult areas.

Literacy programmes therefore have to overcome:

• Difficult terrain
• Scattered settlements
• Poor connectivity
• Limited learning infrastructure
• Language barriers

2. Gender Gap

The available literacy data show a substantial rural gender gap. This means simply increasing the number of enrolled learners is insufficient; programmes must ensure that women actually complete learning and assessment.

3. Tribal and Linguistic Diversity

Adult learners may speak tribal or regional languages that differ from the dominant language used in educational materials.

Therefore, locally appropriate teaching-learning materials are important.

4. Sustaining Literacy

A person becoming literate is not the end of the process.

There is a risk of loss of literacy skills if newly literate citizens do not regularly use reading, writing and numeracy.

This is why ULLAS includes continuing education alongside foundational literacy.

5. Digital Divide

Digital platforms can expand access but may exclude learners who lack:

• Smartphones
• Internet connectivity
• Digital skills
• Digital confidence

Therefore, online learning must be complemented by offline community-based support.

Government Initiatives and Measures

1. ULLAS – Nav Bharat Saaksharta Karyakram

Objective: Provide literacy and lifelong-learning opportunities to adults aged 15 years and above who missed formal education.

Five Major Components

1. Foundational Literacy and Numeracy
2. Critical Life Skills
3. Basic Education
4. Vocational Skills
5. Continuing Education

Critical life skills under ULLAS include areas such as financial, legal and digital literacy, along with health, disaster-management and other practical skills.

2. Foundational Literacy and Numeracy Assessment Test

FLNAT evaluates whether learners have acquired foundational reading, writing and numeracy skills.

This is important because literacy programmes require measurable learning outcomes, not merely enrolment numbers.

3. Volunteerism

ULLAS is designed around the principle of Kartavya Bodh, or a sense of duty.

The programme encourages literate citizens, students and other volunteers to support adult learners.

Chhattisgarh Perspective

Q.1 Why is Literacy Particularly Important for Chhattisgarh?

Chhattisgarh has a significant rural and tribal population. According to state government data based on Census 2011, the state’s literacy rate was 70.28%, with female literacy at 59.58%. The same source records tribal literacy at 59.09%.

More recent PLFS estimates show considerable improvement, but differences between rural and urban areas and between men and women continue to matter.

Therefore, achieving universal functional literacy requires targeted intervention rather than a one-size-fits-all approach.

Key Chhattisgarh dimensions

• Tribal Development: Literacy can improve access to government welfare schemes and strengthen participation in local institutions.
• Local Governance: Panchayats can act as important platforms for identifying learners and mobilising volunteers.
• Women’s Empowerment: Female literacy can improve participation in household, economic and community decision-making.
• Digital Governance: Literacy increasingly includes the ability to use digital platforms and understand online information.
• Social Inclusion: Literacy reduces dependence on intermediaries for basic written transactions.
• Remote Areas: Special strategies are required for geographically isolated and difficult-to-reach communities.
• Chhattisgarh Focus: The state’s ULLAS enrolment data demonstrate that adult literacy is already a significant policy area, while the reported “Thumbprint-Free Panchayat/Ward” approach attempts to convert literacy into a visible community-level achievement.

India’s Perspective

India’s literacy strategy has shifted from a narrow focus on adult education towards functional literacy and lifelong learning.

The approach is closely linked with:

• NEP 2020
• SDG 4.6
• Digital inclusion
• Financial inclusion
• Skill development
• Women’s empowerment
• Inclusive development

The Government has also set broader national ambitions for achieving full literacy. ULLAS is one of the principal programmes supporting this objective.

The programme has already produced measurable results nationally. By early 2025, more than 1.11 crore learners had appeared for FLNAT, with more than 88 lakh declared certified literates in the reported assessment cycle.

International Perspective

The issue also connects with Sustainable Development Goal 4, particularly SDG 4.6, which calls for ensuring that by 2030 all young people and a substantial proportion of adults achieve literacy and numeracy.

Thus, adult literacy is not simply a domestic education issue; it is part of the global sustainable-development agenda.

Important Reports, Laws and Institutions

Prelims Perspective

Prelims Fact:

• ULLAS stands for Understanding of Lifelong Learning for All in Society.
• It is also known as Nav Bharat Saaksharta Karyakram.
• ULLAS is implemented during 2022–2027.
• It targets non-literate persons aged 15 years and above.
• Its vision is “Jan Jan Saakshar.”
• It is aligned with NEP 2020.
• ULLAS has five major components.
• FLNAT relates to foundational literacy, writing and numeracy.
• The programme follows a strong volunteerism-based model.
• ULLAS uses both online and offline learning approaches.
• Chhattisgarh has recorded substantial ULLAS learner enrolment.
• Literacy is connected with SDG 4.6.
• Panchayats can play an important role in grassroots literacy mobilisation.
• Functional literacy is broader than merely signing one’s name.
• Newly literate adults are commonly referred to as neo-literates in the ULLAS framework.

Mains Perspective

How can this topic be used in a CGPSC Mains answer?

A question on literacy can be structured as:

Introduction

Define literacy and briefly introduce ULLAS and the Chhattisgarh initiative.

Body

Discuss:

• Current literacy situation
• Adult literacy
• ULLAS
• Role of Panchayats
• Women and tribal communities
• Digital and financial literacy
• Community participation

Challenges

• Rural-urban disparity
• Gender gap
• Tribal and linguistic diversity
• Geographic barriers
• Digital divide
• Sustainability of learning

Government Measures

• ULLAS
• FLNAT
• Volunteer teachers
• Samajik Chetna Kendras
• State-level literacy campaigns

Way Forward

• Local-language learning material
• Strong Panchayat participation
• Women’s-focused literacy programmes
• Digital + offline learning
• Regular assessment
• Continuing education

Conclusion

Universal literacy should be treated as a foundation for inclusive development, effective governance and empowered citizenship.

Way Forward

1. Strengthen Panchayat-level literacy planning by identifying remaining non-literate adults village-wise.
2. Focus on women and vulnerable groups, particularly in areas where gender gaps remain high.
3. Use local languages and culturally relevant materials for tribal and remote communities.
4. Combine digital and offline learning so that poor connectivity does not become a barrier.
5. Strengthen post-literacy programmes to prevent newly acquired skills from being lost.
6. Link literacy with livelihoods, financial inclusion, digital services and vocational training.
7. Use measurable outcomes, including assessment results, rather than relying only on enrolment figures.
8. Recognise volunteers and local institutions to maintain community ownership of the literacy movement.

Conclusion

The reported “From Thumbprint to Pen” initiative gives literacy a visible community identity by celebrating the transition from dependence on thumb impressions to the ability to read, write and sign independently. The proposed recognition of literacy-ready Panchayats and wards also brings local governance into the literacy movement.

For Chhattisgarh, the larger challenge is to ensure that literacy reaches rural, tribal, remote and economically vulnerable communities while narrowing gender disparities. The ULLAS framework provides a national structure, but successful implementation ultimately depends on effective state-level and community-level participation.

For CGPSC aspirants, the topic should therefore be studied not merely as a literacy campaign but as an intersection of education policy, local governance, social empowerment, gender equality, tribal development, digital inclusion and sustainable development.

CGPSC Prelims Practice Questions

Question 1

Consider the following statements regarding ULLAS–Nav Bharat Saaksharta Karyakram:

1. It primarily targets non-literate persons aged 15 years and above.
2. It is aligned with the National Education Policy, 2020.
3. Foundational Literacy and Numeracy is one of its components.
4. It is implemented only through formal schools and does not involve volunteers.

Which of the statements given above is/are correct?

A. 1, 2 and 3 only
B. 1 and 4 only
C. 2 and 3 only
D. 1, 2, 3 and 4

Correct Answer: A

Explanation: ULLAS targets non-literate persons aged 15 years and above, is aligned with NEP 2020 and includes Foundational Literacy and Numeracy. Volunteerism is an important part of the programme, so Statement 4 is incorrect.

Question 2

Which of the following best explains the significance of the “From Thumbprint to Pen” concept in the reported Chhattisgarh literacy initiative?

A. It refers exclusively to digitisation of biometric authentication.
B. It symbolises the transition from illiteracy and dependence on thumb impressions towards functional literacy and independent participation.
C. It is a vocational training programme for government employees.
D. It refers to replacing Aadhaar-based authentication with handwritten documents.

Correct Answer: B

Explanation: The phrase is used symbolically to represent the empowerment that comes with literacy. It is connected with the ability to read, write and participate more independently in social, economic and governance processes.

CGPSC Mains Practice Questions

Question 1

“Adult literacy is not merely an educational objective but an instrument of social and economic empowerment.” Discuss with reference to ULLAS and Chhattisgarh.

Question 2

Evaluate the role of Panchayati Raj Institutions and community participation in achieving universal functional literacy in Chhattisgarh.

Quick Revision: One-Minute Revision

• Topic: From Thumbprint to Pen – Chhattisgarh literacy initiative
• Reported target: Full literacy in Chhattisgarh by 2026–27
• Recognition: “Angutha Mukt Panchayat/Ward”
• Campaign concept: From Thumbprint to Pen
• Community activities: Ullas Wall, Ullas Bell and Ullas Diary
• National programme: ULLAS – Nav Bharat Saaksharta Karyakram
• ULLAS period: 2022–2027
• Target group: Non-literate persons aged 15+
• Vision: Jan Jan Saakshar
• Key assessment: FLNAT
• Five components: Foundational Literacy & Numeracy, Critical Life Skills, Basic Education, Vocational Skills, Continuing Education
• Approach: Volunteerism + community participation
• Policy link: NEP 2020
• Global link: SDG 4.6
• Chhattisgarh Focus: Rural, tribal, gender and local-governance dimensions