UGC NET Questions (Paper – 1)

Social justice in higher education involves ensuring fair opportunities for historically disadvantaged groups to access and succeed in academic programmes. Reservation policies, scholarships and fee waivers are tools to correct systemic inequalities and barriers. The stem mentions reservation and financial support for marginalised groups, which are classic measures to advance social justice. Therefore, Option B accurately completes the sentence.

Option A:
Social justice frameworks recognise that formal equality may not be enough when groups start from unequal positions. They call for affirmative measures to create more substantive equality of opportunity, which is exactly what the policies described in the question seek to do.

Option B:
Market efficiency focuses on resource allocation based on supply, demand and price signals without necessarily addressing historical exclusion. It may even worsen inequalities if left unchecked, so this option does not match the ethical goal in the stem.

Option C:
Military security concerns defence and protection of national borders and is unrelated to admission and support policies in higher education. Hence, this option is not appropriate here.

Option D:
Automation refers to the use of technology to perform tasks with minimal human intervention. While it can change labour market demands, it is not directly related to reservation or equity measures in higher education.

Equity in higher education is about ensuring fair opportunities for all social groups, particularly those historically marginalised or excluded. Tracking indicators for SC, ST, OBCs and women helps identify gaps and design policies to close them. The stem clearly links monitoring of these groups’ participation to a particular concern, which is equity. Thus, Option A is the correct answer.

Option A:
Equity indicators help policymakers understand whether expansion of the system benefits all groups or mainly advantaged sections. They support targeted interventions like scholarships, reservations and support services to correct imbalances. This aligns exactly with the intent described in the question.

Option B:
Monopoly refers to dominance by a single provider and is more relevant to market structures than to group-wise participation. It does not capture the social justice dimension implied in the stem, so Option B is incorrect.

Option C:
Randomisation is a statistical or experimental technique and has no direct connection to monitoring group-wise enrolment and completion. Therefore, Option C is not suitable here.

Option D:
Privatisation deals with ownership and financing patterns and, while related to equity debates, is not what monitoring participation rates directly measures. Option D does not answer the specific concern mentioned in the question.

Statements A, B and C together explain the rationale for reservation and equity measures. Statement A is true because affirmative admissions policies are designed to expand opportunities for disadvantaged groups. Statement B is correct as scholarships, remedial classes and hostel facilities are common instruments of equity. Statement C is also true since these measures explicitly address historical and structural inequalities in access. Statement D is false because such policies are central to the vision of inclusive and socially just higher education. Thus, A, B and C only form the correct set.

Option A:
Option A is incorrect because it lists A and B but omits C, which directly states the broader objective of reducing inequality. Without C, the deeper social justice purpose behind equity measures is not clearly articulated.

Option B:
Option B is incorrect because it pairs B with D and leaves out A and C, while also accepting D’s wrong assertion that equity measures are unrelated to inclusion. This contradicts the widely recognised link between equity interventions and inclusive education.

Option C:
Option C is correct because it retains all the true statements that cover admissions, support services and social justice goals, and it rejects D, which separates equity policies from inclusion.

Option D:
Option D is incorrect because it groups A, C and D and thereby includes D’s claim that reservation and support have no relation to inclusion, which directly conflicts with the recognised purpose of such measures.

Statements A, B, D and E correctly explain equity and inclusion measures. A is true because reservation and scholarships widen participation for disadvantaged groups. B is true as inclusive campuses provide ramps, assistive technologies and other supports. D is true since bridge and remedial courses help students who may lack prior exposure. E is true because gender-sensitive facilities and support services are part of equity frameworks. C is false because constitutional values explicitly underpin equity policies, and F is false because equity does not mean excluding privileged groups but ensuring fair opportunities for all.

Option A:
Option A is correct as it includes all four accurate statements on access, disability support, bridge courses and gender-sensitive measures, while excluding C and F, which misinterpret the normative basis and practical meaning of equity.

Option B:
Option B is incorrect because it adds C, which denies the relationship between equity and constitutional values, confusing the legal and ethical foundation of equity policies.

Option C:
Option C is incorrect because it introduces F, which advocates exclusion of privileged groups, and omits A, thereby distorting equity as reverse discrimination.

Option D:
Option D is incorrect because it combines A with C and F, mixing correct ideas about reservation with false statements that separate equity from constitutional values and promote exclusion.