UGC NET Questions (Paper – 1)

Massification refers to the transition of higher education systems from serving a small elite to enrolling a substantial proportion of the youth population. It involves dramatic increases in enrolment, diversification of institutions and broadening of access to new social groups. The stem describes rapid expansion that brings large sections of the population, including first-generation learners, into higher education, which is the essence of massification. Therefore, Option A correctly completes the statement.

Option A:
Massification is often associated with challenges of quality, funding and governance, but it also represents progress toward democratisation of education. It reflects a shift from elite systems to mass or universal systems, a key theme in higher education studies. These features align perfectly with the description given in the question.

Option B:
Elitisation would mean concentrating opportunities in the hands of a small privileged group, which is the opposite of the inclusive expansion described. Hence, this option does not fit the scenario.

Option C:
Feminisation refers to increasing participation of women in higher education or professions and may occur within either elite or mass systems. While important, it does not cover overall enrolment expansion to all social groups, so this option is not appropriate.

Option D:
Globalisation relates to cross-border flows of students, staff and programmes and the internationalisation of curricula. It does not primarily describe domestic expansion of enrolment to broader sections of society, so this option is not the best match.

Statements A, B and C correctly outline the rationale for targeted support to first-generation learners. Statement A is true because such learners may not have prior family experience with higher education systems. Statement B is correct as preparatory and language support can ease their transition into demanding academic environments. Statement C is also true since enabling their success advances equity and social mobility goals. Statement D is false because supporting first-generation learners is viewed as an inclusive practice, not as discrimination. Therefore, A, B and C only form the correct combination.

Option A:
Option A is incorrect because it includes A and B but omits C, which directly connects support to the broader objectives of equity and mobility. Without C, the systemic purpose of these measures is underplayed.

Option B:
Option B is incorrect because it includes B and C but leaves out A, failing to mention the underlying reason that first-generation learners may require extra support due to unfamiliarity with higher education culture.

Option C:
Option C is correct because it combines reasons, strategies and outcomes, showing why and how institutions support first-generation learners, while excluding D, which mischaracterises such support as discriminatory.

Option D:
Option D is incorrect because it includes D, which wrongly claims that support is discouraged, and also omits B, weakening the description of concrete academic mechanisms such as bridge courses.

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.