UGC NET Questions (Paper – 1)

Statements A, B and C together give a correct picture of GER in higher education. GER describes the proportion of a particular age group that is enrolled, and policies do treat increasing GER as a major goal. At the same time, expansion must be seen along with quality and equity, so C is also correct. Statement D is wrong because GER can exceed 100 when learners outside the nominal age group are enrolled. Hence the correct combination is A, B and C only.

Option A:
Option A is incorrect because it includes only A and B and leaves out C, which rightly stresses the need to balance expansion with quality and equity. Ignoring C narrows the understanding of GER as merely a numerical target. Since C is also correct, this option does not contain all true statements.

Option B:
Option B is correct because it includes all three true statements A, B and C and excludes D, which wrongly claims that GER can never cross 100 percent. The option therefore reflects both the definition and policy significance of GER along with the caution about quality and equity.

Option C:
Option C is incorrect because it omits A and assumes that only B and C are correct. Without A, the basic definition of GER as a percentage of a given age group is left out. This makes the combination incomplete even though B and C are true.

Option D:
Option D is incorrect because it does not include B, which is an accurate statement about policy focus, and it also omits either A or C depending on interpretation. Since the true set consists of A, B and C, any option that fails to include all three is not acceptable.

Statements A, C and D correctly explain basic Venn diagram ideas. A is true because Venn diagrams use overlapping closed curves to depict set relationships. C is correct as union collects elements from either set or both. D is also correct since the intersection consists of elements common to both sets. B is false because the common region represents intersection, not union, and E is false as the complement contains elements not in A. Thus A, C and D only are correct.

Option A:
Option A is incomplete since it omits D, leaving out the explicit description of intersection, which is fundamental to reading Venn diagrams. It therefore does not capture all the correct statements.

Option B:
Option B is incorrect because it includes only C and D and omits A, failing to mention what a Venn diagram is, and it also leaves out one of the true descriptive statements.

Option C:
Option C is correct as it gathers all the accurate statements about the depiction of sets, their union and intersection, while excluding B and E, which misidentify the regions and the meaning of complements.

Option D:
Option D is wrong because it includes E, which reverses the meaning of complement by saying it contains all elements of A, and therefore mixes a false statement with true ones.

Statement A is correct because individualised instruction is designed to let learners move through content at a pace suited to their abilities and needs. Statement C is also correct since diagnostic assessment helps identify specific learning difficulties that remedial teaching should address. Statement B is false because remedial teaching primarily targets learners with learning gaps rather than high achievers seeking enrichment. Statement D is false as individualised instruction still involves teacher guidance, support and monitoring, even if the pace is personalised. Therefore the true statements are A and C only, so A and C only is the correct combination.

Option A:
Option A selects only statement A and ignores statement C, even though C accurately connects diagnostic assessment with remedial teaching. Omitting this true statement makes the combination incomplete. Hence A only cannot be accepted as the correct answer.

Option B:
Option B correctly groups A and C, both of which reflect key ideas about individualised and remedial instruction. It excludes B and D, which portray remedial teaching as enrichment for high achievers and deny the teacher's guiding role in individualised settings. Because the option contains all and only the true statements, A and C only is the correct answer.

Option C:
Option C includes A, B and C and therefore treats B as though it were correct, even though it wrongly defines the target group for remedial teaching. Mixing an incorrect statement with true ones undermines the validity of the combination. Consequently A, B and C only cannot be the right option.

Option D:
Option D brings together B, C and D, but both B and D are false statements about remedial and individualised instruction. While C is true, the presence of two incorrect statements means the set cannot represent the correct list. Thus B, C and D only is not acceptable as the correct answer.

Statements A, B and C properly describe the scope and determinants of environmental health and occupational risk. A points to specific occupational exposures that can harm health, B defines environmental health as dealing with external physical, chemical and biological factors and C identifies safe water and sanitation as key determinants. Statement D is incorrect because workplace safety is a major component of environmental and occupational health. Thus, the correct combination is A, B and C only.

Option A:
Option A is correct because it includes all the true statements while excluding D, which denies the environmental dimension of workplace safety. It offers a comprehensive view linking occupational risk, environmental conditions and public health determinants. Therefore, it meets the requirement.

Option B:
Option B is incorrect as it omits C, which is a crucial aspect of environmental health related to basic services like water and sanitation. Leaving out such a central factor makes the combination incomplete.

Option C:
Option C is incorrect since it includes D, which wrongly disconnects workplace safety from environmental health. Although B and C are correct, the presence of D renders the option unacceptable.

Option D:
Option D is incorrect because it combines A and C with D. While A and C are valid statements, D contradicts the recognised inclusion of workplace conditions within environmental and occupational health domains. This mixture of correct and incorrect statements cannot be chosen.

The phrase “steering at a distance” captures a situation in which governments no longer micromanage universities but use indirect tools. Funding formulas, audits and performance metrics are used to nudge institutions towards policy goals. The stem describes this exact pattern of indirect influence. Hence, “distance” correctly completes the expression.

Option A:
Distance indicates that the steering is done from afar through frameworks and indicators rather than direct orders. This reflects contemporary governance reforms in many higher education systems, confirming that this option fits.

Option B:
Centre would imply centralised direct control rather than an arm’s-length relationship. That contradicts the description in the question, so this option is not correct.

Option C:
Campus is simply the physical site of the institution and has no established meaning in this governance phrase. Therefore, this option does not suit the stem.

Option D:
Ceremony refers to formal events and rituals, which are unrelated to the mechanisms of funding formulas and performance management. Thus, this option is clearly incorrect.

Statements A, B, D and E are correct on aims, experiential learning, non-formal channels and values. Statement C is wrong because lifelong learning matters for adults too. Statement F is wrong because local issues are important contexts. Hence A, B, D and E only is correct.

Option A:
Option A is correct and excludes C and F.

Option B:
Option B is incorrect because it includes C and omits E.

Option C:
Option C is incorrect because it includes F and omits A.

Option D:
Option D is incorrect because it includes F and omits B.

Statements A, B and C are correct, while D is the only wrong statement. A is correct because circulars and notices are formal documents conveying official information. B is correct since gossip among students is a typical example of informal communication. C is correct as informal networks can sometimes spread important information quickly, though not always accurately. D is wrong because formal communication can also suffer from distortion due to multiple levels of transmission or misinterpretation.

Option A:
Option A is incorrect because it lists A and D as wrong statements. A is actually correct in describing circulars and notices as formal communication. Although D is wrong, pairing it with a correct statement makes this combination invalid.

Option B:
Option B is incorrect because it treats B and D as wrong. B is a correct example of informal communication in the form of gossip or corridor talk. Including B in the wrong set therefore misclassifies a true statement, so this option cannot be chosen.

Option C:
Option C is incorrect because it groups C and D as wrong statements. C correctly notes that informal communication can sometimes disseminate important information quickly. Even though D is wrong, adding C to the wrong set makes this combination incorrect.

Option D:
Option D is correct because it singles out D only as the wrong statement. D’s assertion that formal communication is always accurate and never distorts messages ignores the possibility of errors, delays and misinterpretation. By excluding A, B and C, which are all true, this option correctly captures the pattern of wrongness in the list.

In a computer based test, examinees use terminals to read questions and record answers, and responses are stored digitally for automated or semi automated evaluation. This format leverages ICT to enhance efficiency, security and speed of result processing. It contrasts with paper based tests where responses are handwritten. Hence, the assessment described is a computer based test.

Option A:
Option A is correct because the phrase computer based test directly captures the key feature that the test is administered through computers rather than on paper.

Option B:
Option B, oral, test involves spoken responses assessed in person and does not require computers as the main medium.

Option C:
Option C, take home, test allows candidates to complete assessments outside controlled exam venues, which is a different mode.

Option D:
Option D, open book, describes access to resources during the exam but does not specify the use of computers or ICT.

Statement A is correct because the proposed action must respond directly to the issue described. Statement C is also true since realistic feasibility and reasonableness are central to judging whether a course of action is strong. Statement E is correct as some questions intentionally include more than one acceptable course, and candidates must recognise all that are reasonable. Statement B is false because emotional appeal alone does not outweigh impracticality. Statement D is false since polite language cannot make an impractical or irrelevant action strong. Hence the combination A, C and E only is correct.

Option A:
Option A is correct because it collects the three statements that reflect how course of action questions are supposed to be analysed and excludes B and D, both of which downplay logic and feasibility.

Option B:
Option B is incorrect as it includes B, which suggests that emotional but impractical steps might be considered strong, contradicting the logical focus of such items.

Option C:
Option C is wrong because it includes D, which is clearly false as politeness does not guarantee acceptability, and it omits A, which is essential.

Option D:
Option D is also incorrect because it retains D while omitting C, losing the explicit feasibility criterion and keeping a faulty one.

The term demographic dividend refers to the economic boost that can result when a country has a high proportion of working age people relative to dependants. This age structure can raise savings,investment and productivity if appropriate policies exist. The stem describes exactly this situation of a larger working age share. Therefore dividend is the correct completion of the phrase demographic dividend.

Option A:
Dividend is used here in an economic sense to indicate a potential payoff arising from favourable demographic conditions. When the working age group expands while fertility falls,there is an opportunity to accelerate growth. This option matches both the standard terminology and the description in the question.

Option B:
Surplus suggests having more of something than needed but does not capture the specific idea of an age structure advantage. It is not the established term in demographic literature for this phenomenon,so it is not the best choice here.

Option C:
Transition refers to the broader demographic transition process involving changes in birth and death rates. While demographic transition creates the conditions for a dividend,it is not itself the benefit described in the stem.

Option D:
Bonus is sometimes used informally but demographic bonus is less common and not the standard technical phrase. The widely accepted term is demographic dividend,so bonus is not the most accurate answer.

Statements A, C, D, E and F are correct, whereas B is incorrect. Being mentally preoccupied, harbouring prejudices and experiencing environmental noise all hinder effective listening. Multitasking during online lectures also undermines attention, and explicit training in listening strategies can help students cope better. Note-taking is useful, but it does not always prevent misunderstanding, so statement B overstates its effectiveness. Therefore the correct set of statements is A, C, D, E and F.

Option A:
Option A is incomplete because it leaves out F, failing to recognise the value of teaching listening strategies. While A, C, D and E correctly describe barriers, the possibility of reducing them through training is also important. Hence A, C, D and E only does not fully capture the true statements.

Option B:
Option B is correct since it groups A, C, D, E and F, capturing both the obstacles and one major remedy. It properly rejects B, which treats note-taking as a guarantee against misunderstanding. Thus this option includes all and only the correct statements in the item.

Option C:
Option C is incorrect because it includes B as though it were correct and omits F. In reality, note-taking alone does not ensure comprehension, and listening training is valuable. Adding B and dropping F makes A, B, C, D and E only an inaccurate combination.

Option D:
Option D is wrong because it omits A and includes only C, D, E and F, thereby ignoring the role of personal preoccupations. Since distraction by personal problems is a well-known barrier, the absence of A means C, D, E and F only cannot be accepted as correct.

Many occupational health guidelines suggest that long-term exposure to sound levels of about 85 dB or higher can cause noise-induced hearing loss. Above this level, the sensitive hair cells in the inner ear can be damaged over time, so protective measures are required.

Option A:
Option A is correct because 85 dB is a widely used benchmark for continuous occupational noise that requires hearing protection and control measures.

Option B:
Option B is incorrect; 25 dB corresponds to very quiet environments and does not harm hearing.

Option C:
Option C is incorrect because about 40 dB, typical of a quiet library, is generally safe and even desirable for concentration.

Option D:
Option D is incorrect; 10 dB is an extremely soft sound and poses no risk of hearing damage.

NEP 2020 clearly states that all children should achieve foundational literacy and numeracy by Grade 3; this is treated as the system’s top priority and a critical threshold for later learning.

Option A:
Grade 1 is the very beginning of schooling; complete FLN by this stage is unrealistic because children are still developing basic pre-literacy skills.

Option B:
Grade 2 is still within the foundational stage, but NEP 2020 sets the FLN deadline one year later, not at this point.

Option C:
If FLN were postponed until Grade 5, learning gaps would already have accumulated through the early primary years.

Option D:
Grade 3 is explicitly named in NEP 2020 as the latest grade by which every child must attain foundational literacy and numeracy.

The National Green Hydrogen Mission sets a target of developing at least 5 MMT of annual green hydrogen production capacity by 2030. Achieving this will require substantial new renewable energy capacity, as green hydrogen must be produced from low-carbon electricity. The mission is expected to support decarbonisation of hard-to-abate sectors, enhance energy security and create new industrial and employment opportunities. It is thus a key pillar of India’s long-term low-emission development strategy. (Ministry of New and Renewable Energy)

Option A:
This option significantly understates the ambition of the mission and does not match official documents, which clearly mention a much higher target.

Option B:
This option also falls short of the target and is not supported by policy announcements. While 2 MMT would be a substantial amount, it is below the mission’s stated goal.

Option C:
This option correctly reflects the quantitative target and the link to additional renewable capacity. It recognises that green hydrogen is intended to be produced at large scale from clean power to deliver multiple co-benefits.

Option D:
A 50 MMT target with “no need for renewable power” contradicts the very definition of green hydrogen, which requires low-carbon electricity. Such a figure is not part of current Indian plans.

Statements A, B, D and E are correct, whereas C and F are incorrect. Open questions encourage analysis and synthesis, and giving wait-time helps more students participate thoughtfully. Redirecting questions to peers supports collaborative dialogue, and a balanced mix of question types serves learners at different levels. However, relying only on recall questions does not develop deep understanding, and rhetorical questions do not necessarily increase participation because they often do not expect an answer. Therefore A, B, D and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, disregarding the importance of mixing lower- and higher-order questions. Although A, B and D are right about thinking, wait-time and peer interaction, lacking E means the strategy set is not fully described. Thus A, B and D only cannot be accepted.

Option B:
Option B is correct as it includes the four statements that align with good questioning practice and excludes the two that oversimplify or misrepresent. It acknowledges higher-order thinking, participation, peer interaction and differentiation through varied questions. This combination matches the intended set of correct statements.

Option C:
Option C is wrong since it treats C as correct, claiming that recall-only questioning promotes deep understanding, which contradicts Bloom’s taxonomy. It also inflates the set by including E along with C, making the option internally inconsistent. Hence A, B, C, D and E only cannot be chosen.

Option D:
Option D is incorrect because it omits A and adds F. Without A, the option loses the link between open questions and higher-order thinking, and F wrongly suggests that rhetorical questions automatically raise participation. Consequently B, D, E and F only is not a valid answer.