UGC NET Questions (Paper – 1)

The question asks for the wrong statements about CBCS and the Academic Bank of Credits. Statement A is correct because CBCS is designed to provide flexibility by allowing students to choose from a basket of courses. Statements B, C and D are wrong since CBCS does not require identical course sets for all students, the Academic Bank of Credits aims to facilitate rather than restrict mobility, and recognised credits can in principle be counted by other institutions subject to guidelines. Therefore, the set of wrong statements is B, C and D.

Option A:
Option A is incorrect because it treats A, B and C as wrong. Statement A is in fact a defining feature of CBCS, emphasising flexibility and choice for learners. Including A among the wrong statements misrepresents the nature of CBCS.

Option B:
Option B is correct because it groups together B, C and D, which all conflict with the flexibility and mobility objectives of CBCS and the Academic Bank of Credits. It rightly recognises that uniform compulsory courses, restriction of mobility and prohibition of credit recognition contradict the reforms’ intent. By excluding A, it leaves intact the correct description of CBCS.

Option C:
Option C is incorrect because it identifies B and D only as wrong statements and omits C. The idea that the Academic Bank of Credits is meant to restrict mobility is clearly incorrect, so leaving out C fails to capture all the wrong statements.

Option D:
Option D is incorrect because it takes C and D alone as wrong and does not include B. Statement B wrongly denies the elective flexibility that is central to CBCS. Hence this option underestimates the number of incorrect statements in the question.

Statements A, B and D describe key features of CBCS. A is true because CBCS emphasises structured choices among core, elective and skill courses. B is true as learning effort is quantified through credits. D is true since common credit structures improve comparability and enable mobility. C, E and F are false because CBCS encourages interdisciplinary electives, permits varied assessment designs and is explicitly linked with credit transfer to support mobility.

Option A:
Option A is incorrect because it contains only A and B and omits D, thus not mentioning the role of CBCS in making programmes comparable across institutions.

Option B:
Option B is incorrect because it includes C, which wrongly claims that interdisciplinary choices are prohibited, contradicting CBCS principles.

Option C:
Option C is incorrect because it introduces F, which denies CBCS support for mobility, and still omits a clear statement of its comparability benefits.

Option D:
Option D is correct as it groups A, B and D, highlighting student choice, credit-based workload and system comparability, and excludes C, E and F, which misrepresent interdisciplinary options, assessment flexibility and mobility.

Statements A, B, C and E together express the main features of CBCS. A is true because CBCS expands student choice through electives. B is true as credits reflect workload and contact time. C is true since CBCS is outcome-oriented, requiring clear articulation of course and programme outcomes. E is true because credit-based structures can facilitate transfer between institutions. D is false because skill and value-added courses are often encouraged, and F is false since CBCS explicitly provides for choice, not uniformity.

Option A:
Option A is incorrect because it omits E, overlooking the mobility potential that arises when credits are designed for transfer across institutions.

Option B:
Option B is incorrect because it includes F, which claims there are no choices under CBCS, directly contradicting the purpose of a choice-based system.

Option C:
Option C is correct because it selects all four accurate statements on electives, credits, outcomes and mobility while excluding D and F, which misrepresent the system’s flexibility and course types.

Option D:
Option D is incorrect because it incorporates D, a false prohibition on skill courses, and omits A, failing to emphasise the elective choice central to CBCS.