UGC NET Questions (Paper – 1)

Institutions that focus on open and distance learning, offering flexible entry rules and multiple exit options, are called open universities. The stem describes exactly this distance- and online-oriented model, so “open” university is the correct completion.

Option A:
Option A is incorrect because a residential university is characterised mainly by on-campus accommodation and may still rely on conventional classroom teaching.

Option B:
Option B is wrong since an affiliating university’s defining feature is its network of affiliated colleges and examination functions, not distance delivery.

Option C:
Option C is correct as open universities are specifically established to expand access through flexible, largely non-campus-based modes.

Option D:
Option D is incorrect because deemed-to-be universities are recognised for academic excellence and granted university status; the term does not inherently imply distance or open learning.

The question demands identification of wrong statements about distance education. Statement A is correct because distance education expands access for those who cannot attend campus-based programmes. Statement C is also correct as open universities commonly use multiple media such as print, audio, video and online platforms. Statement B is wrong because distance education can and does include limited face-to-face components, such as contact classes or online live sessions. Statement D is wrong because many distance education institutions offer postgraduate programmes subject to regulations. Therefore, both B and D are wrong, and the correct option must include both.

Option A:
Option A is incorrect because it assumes only B is wrong and ignores D. While B is indeed a wrong statement, D also misrepresents the level at which distance education can operate. Excluding D means this option does not capture all incorrect statements.

Option B:
Option B is incorrect because it singles out D as the only wrong statement. This overlooks the fact that statement B wrongly claims face-to-face interaction is impossible in distance education, which is not true in practice. The partial recognition of wrong statements invalidates this option.

Option C:
Option C is correct because it identifies both B and D as wrong and excludes A and C, which are accurate characterisations of distance education. It thus properly distinguishes between the enabling features and the misconceptions about distance education.

Option D:
Option D is incorrect because it treats all four statements as wrong, which would deny the real advantages described in A and C. Since A and C are correct, this overinclusive combination cannot be accepted.

Reservation, scholarships and support services are equity tools designed to bring more students from disadvantaged backgrounds into higher education. These interventions broaden the social base of enrolment and thus aim at widened participation.

Option A:
Option A is correct because widened participation explicitly refers to increasing access for under-represented or marginalised groups, which is the clear purpose of the measures listed in the stem.

Option B:
Option B is incorrect as “elite” participation limits access to a small privileged group, running counter to the idea of social justice and inclusion.

Option C:
Option C is wrong because “closed” participation suggests strong barriers and limited entry, the opposite of what these supportive measures intend to achieve.

Option D:
Option D is incorrect since “purely market” participation would depend mainly on the ability to pay and market demand, often worsening inequalities rather than reducing them.