UGC NET Questions (Paper – 1)

NEP 2020 supports a graded autonomy system in which institutions that achieve higher accreditation status and demonstrate quality gain greater freedom in academic and administrative matters, creating incentives for improvement while maintaining accountability.

Option A:
Random allocation of autonomy would be unfair and ineffective and is not suggested anywhere in the policy.

Option B:
This option is correct because it reflects the graded-autonomy model linking quality assurance with institutional freedom.

Option C:
Claiming that accreditation and autonomy are unrelated ignores the explicit connection NEP makes between them.

Option D:
Granting autonomy only to unaccredited institutions would be risky and contrary to principles of quality assurance.

Statements A, B, C and E together reflect essential aspects of accreditation. A is correct because agencies evaluate multiple criteria including curriculum, teaching and research. B is correct as accreditation is granted for a defined period after which institutions must seek re-accreditation. C is correct since accreditation grades can affect funding decisions, autonomy and student perception. E is correct because self-study reports are key documents in the process. D and F are false because institutions with low grades may improve and reapply, and site visits are based on documented evidence submitted in advance.

Option A:
Option A is incorrect because it omits E and therefore ignores the central role of self-study reports in accreditation procedures.

Option B:
Option B is incorrect because it includes D, which wrongly states that the lowest-graded institutions are permanently excluded from re-accreditation, contrary to improvement-oriented quality assurance.

Option C:
Option C is correct as it selects A, B, C and E, covering criteria, cycle nature, consequences and documentation, while excluding D and F, which misrepresent re-application possibilities and evidence-based review.

Option D:
Option D is incorrect because it includes F, claiming that visits occur without prior documentation and omitting A, so it fails to describe the comprehensive, document-based nature of accreditation.

The policy notes that the affiliating college structure has created challenges in maintaining quality. It proposes that over a period of about 15 years, affiliation will be gradually phased out. Colleges will become autonomous degree-granting institutions or part of a university as a constituent college. This timeframe allows for orderly transition.

Option A:
Five years would be too short for such a large structural change and is not the time frame NEP mentions.

Option B:
Ten years is closer but still shorter than the “about 15 years” horizon often noted.

Option C:
About 15 years is the explicit transition window given for moving away from affiliation.

Option D:
Thirty years does not match the stated planning horizon and would delay reforms excessively.

Statements A, B and D correctly capture major dimensions of institutional autonomy. A is true because academic autonomy involves freedom in curriculum and assessment design while respecting regulations. B is true as financial autonomy allows institutions to initiate programmes and collaborations within prescribed limits. D is true since graded autonomy is often linked to accreditation grades and performance. C, E and F are false because autonomous institutions are still subject to accreditation, their status can be reviewed, and autonomy is compatible with participatory governance.

Option A:
Option A is incorrect because it omits D, thus failing to indicate that autonomy levels are usually connected with performance and accreditation outcomes.

Option B:
Option B is correct as it combines A, B and D, the three true statements about academic and financial freedoms and their linkage with quality performance, while excluding C, E and F, which wrongly portray autonomy as non-accountable and anti-participatory.

Option C:
Option C is incorrect because it includes E, which claims autonomy is irrevocable, and omits A, so it does not clearly express the academic dimension of autonomy.

Option D:
Option D is incorrect because it includes C, which wrongly asserts that autonomy removes institutions from accreditation, contradicting quality assurance principles.

NAC is the accreditation arm of HECI. It will assess HEIs according to defined parameters of quality and assign ratings. These ratings will influence levels of autonomy and public perception. Accreditation is central to ensuring accountability and continuous improvement.

Option A:
NAC has no role in textbook prescription; that is done by curricular bodies and universities.

Option B:
This option reflects NAC’s institutional quality assurance function as formulated in NEP.

Option C:
Accreditation deals with institutions, not individual student grading.

Option D:
Tax collection lies with revenue departments, not educational accreditation councils.