UGC NET Questions (Paper – 1)

NEP 2020 sets a clear target of raising the Gross Enrolment Ratio in higher education to at least 50% by the year 2035, giving a 15-year horizon for planned expansion.

Option A:
The year 2025 is too early for such a large increase in GER and is not identified as the target year in the policy.

Option B:
2030 is linked more with universal school education targets than with the 50% GER goal in higher education.

Option C:
This option correctly identifies 2035 as the year by which NEP 2020 aims to achieve a 50% GER in higher education.

Option D:
The year 2040 appears in NEP mainly in relation to broader restructuring of higher education, not the GER 50% milestone.

Statements A, B, D and E express the broad thrust of multilingual language policy. A is true because many policies support use of local or mother tongue languages. B is true as multiple language options help different learner groups. D is true since bilingual materials aid understanding and language transition. E is true because policy often encourages creation of academic resources in Indian languages. C and F are false because multilingual approaches can support quality and English need not be abandoned entirely to pursue multilingualism.

Option A:
Option A is incorrect because it omits D and E, thereby not mentioning bilingual materials or policy support for Indian language terminology and resources.

Option B:
Option B is incorrect because it leaves out A and includes only B and D, so it does not explicitly state policy support for multilingualism while still omitting the development of Indian language materials.

Option C:
Option C is incorrect because it includes E but omits A and B, thus failing to connect national language resource development with broader multilingual access.

Option D:
Option D is correct as it combines A, B, D and E, the four true statements on policy support, access, bilingual resources and language development, while excluding C and F, which treat multilingualism as incompatible with quality or as requiring complete discontinuation of English.

NEP 2020 clearly states that GER in higher education, including vocational education, should rise to about 50% by 2035, which is why 50% is the correct target figure.

Option A:
Option A is correct because it matches the explicit numerical target and year mentioned in the policy for higher education participation.

Option B:
Option B is incorrect as 35% is below the desired level and does not represent the 2035 goal laid out in NEP.

Option C:
Option C is wrong because 75% is far more ambitious than the policy’s stated objective and is not the official target.

Option D:
Option D is incorrect since 100% GER in higher education is not proposed; universalisation in NEP refers mainly to school education, not to higher education.

RUSA is designed as a centrally sponsored scheme to improve the overall condition of state universities and colleges. Its key objectives are expanding access, promoting equity for disadvantaged groups and enhancing quality through better infrastructure, faculty and governance. The stem explicitly refers to strengthening the state system by improving something in universities and colleges, which clearly points to access, equity and quality. Thus Option B is correct.

Option A:
By focusing on these three dimensions together, RUSA attempts to ensure that expansion does not come at the cost of quality and that marginalised groups also benefit. The combination of access, equity and quality is repeatedly highlighted in RUSA policy documents, matching the theme in the question.

Option B:
Defence spending belongs to an entirely different sector and is not addressed by a higher education scheme like RUSA. Therefore, Option A cannot be the answer in this context.

Option C:
While sports facilities may be improved under certain grants, RUSA’s central goal is broader improvement of academic and institutional quality, not “only sports facilities.” Option C is too narrow and misleading.

Option D:
Electoral processes relate to political elections and are outside the scope of higher education funding schemes. RUSA does not intervene in electoral systems, so Option D is incorrect.

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.

Dropout rate measures the proportion of students who exit a programme without finishing it. The stem speaks explicitly of students leaving before completion. This behaviour is exactly what is captured under dropout statistics. Therefore, “dropout” is the correct term.

Option A:
Promotion rate tracks how many students move successfully from one level or year to the next within the programme. It reflects progress rather than withdrawal, so this option does not match the description.

Option B:
Placement rate refers to the share of graduates who secure jobs or higher study opportunities. It relates to outcomes after completion, not to early exit, making this option inappropriate.

Option C:
Accreditation is an external quality certification for institutions and programmes. It is not a measure of student retention or attrition, so this option does not fit the stem.

Option D:
Dropout rate directly counts students who discontinue before finishing the programme, matching the situation described.