UGC NET Questions (Paper – 1)

NEP 2020 underlines that community participation strengthens schools. It supports School Management Committees and School Complex Management Committees with parent and community representation. Projects using local environment and traditions also deepen learning. This partnership improves accountability and relevance.

Option A:
Isolating schools from their communities would deprive them of support and feedback. NEP instead moves towards greater openness, so this option is incorrect.

Option B:
This option summarises the multi dimensional engagement NEP expects, including governance, co curricular activities and learning resources. It best reflects the policy’s participatory spirit and is correct.

Option C:
Giving communities full control over academic decisions without teacher input is not envisaged. Professional educators and community members are meant to collaborate rather than replace each other.

Option D:
Accepting only money while discouraging participation in decision making and learning activities contradicts the vision of schools as community hubs.

Statements A, B and D correctly describe sustainability education. Curriculum integration, campus practices and environmental audits together support learning and action on sustainability. Statements C, E and F are false because student eco-clubs are encouraged, institution-wide initiatives are needed and community collaborations provide rich learning experiences.

Option A:
Option A is incorrect because it omits D and thus does not mention the role of environmental audits in assessing and improving institutional performance.

Option B:
Option B is correct as it groups A, B and D, the three true statements on curriculum, campus practice and audit-based planning, while excluding C, E and F, which restrict or undervalue sustainability efforts.

Option C:
Option C is incorrect because it adds E, which limits sustainability to science departments only, and ignores the institution-wide nature of environmental responsibility.

Option D:
Option D is incorrect because it includes C, which discourages eco-clubs, and therefore undermines student engagement in sustainability initiatives.

Statements A, B, D and F are correct because value education aims at moral and social development, can be integrated across subjects, relies on teacher example and uses activities like community service. C is wrong since limiting value education to a single period ignores its cross-curricular nature. E is wrong because value dilemmas benefit from discussion and reflection; discouraging such questioning contradicts the spirit of value education. Therefore, the wrong statements are C and E only, making this option correct.

Option A:
Option A identifies only C as wrong and overlooks statement E, even though discouraging discussion of moral dilemmas is clearly inconsistent with value education. Because it fails to capture all the wrong statements, C only is not an adequate answer.

Option B:
Option B selects only E as wrong and ignores C, even though restricting value education to one moral science period is also a defective view. As it omits one of the wrong statements, E only is incomplete and cannot be accepted.

Option C:
Option C treats D as wrong along with C and E, but D is a correct statement emphasising the importance of teacher example. Including a true statement in the set of wrong statements makes C, D and E only logically inconsistent.

Option D:
Option D precisely groups C and E, the two statements that misrepresent the breadth and dialogic nature of value education. It keeps A, B, D and F outside the wrong set, so C and E only is the correct option.