Abstract
This research article investigates the ULLAS Program, a pioneering initiative aligned with theNational Education Policy 2020 in India. Operating under the New India Literacy Program from 2022 to2027, ULLAS (Understanding Lifelong Learning for All in Society) aims to empower individuals aged 15and above who have been denied educational opportunities. Using a mixed-methods approach, the studyexamines the program's conception, execution, and effects on lifelong learning using qualitative interviewsand surveys. Implemented through volunteerism and emphasizing social responsibility, ULLAS goesbeyond basic literacy, seeking to instil essential life skills and foster a culture of continuous learning.Preliminary findings indicate a positive correlation between ULLAS participation and ongoing educationalpursuits, highlighting the program's effectiveness.The research extends to assess societal impact and participant experiences, illuminating the qualitativedimensions of the ULLAS Program. As a beacon of hope for education and personal growth, ULLASembodies a holistic approach to learning. The study aspires to contribute valuable insights into the program'seffectiveness, its role in inclusive education, and its broader implications for societal development,informing educational policies and practices in the domain of lifelong learning initiatives.
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