UGC NET Questions (Paper – 1)

Statements A and C together capture the essence of CBCS. Statement A is true because CBCS structures programmes into core, elective and sometimes skill-based components to offer choices. Statement C is also true since the framework centres on clearly defined outcomes, credits and flexible pathways. Statement B is false because credit transfer between institutions is possible where regulations or agreements permit. Statement D is false because the whole point of CBCS is to introduce choice, not remove it. Therefore, the correct combination is A and C only.

Option A:
Option A is incomplete because it describes the structure of courses but omits the emphasis on outcomes and credit accumulation that is highlighted in C. Without C, the underlying philosophy of CBCS is not fully expressed.

Option B:
Option B is incorrect because it selects only C and leaves out A, failing to mention the specific categorisation of courses that gives CBCS its practical shape in curricula.

Option C:
Option C is correct because it combines both structural and philosophical elements of CBCS and excludes B and D, which deny credit transfer and choice, respectively.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby approving B and D, which contradict critical features of CBCS related to flexibility and mobility.

Academic flexibility refers to the degree of choice students have in structuring their programmes of study. Letting them opt for courses outside the major broadens learning and supports interdisciplinary exposure. This practice is a clear manifestation of academic flexibility, making Option B correct.

Option A:
Rigidity denotes fixed curricula with little or no choice for learners. It would prevent students from exploring courses beyond their core discipline, so it does not fit the example in the stem.

Option B:
Academic flexibility enables learners to pursue their interests, build complementary skills and tailor their pathways. The example of cross-disciplinary choices directly illustrates this idea. Therefore, this option aligns exactly with the question.

Option C:
Secrecy has nothing to do with curriculum design and relates to withholding information. It cannot describe the provision of elective options, so this option is inappropriate.

Option D:
Surplus refers to excess quantity and does not capture any educational design principle related to choice. Thus, this option is not suitable here.