UGC NET Questions (Paper – 1)

Curriculum decolonisation involves challenging colonial-era biases in knowledge systems and incorporating perspectives, texts and methodologies from indigenous and marginalised communities. The stem describes re-examining Eurocentric syllabi and including indigenous knowledge, which is at the heart of decolonisation debates. Therefore, “decolonisation” correctly fills the blank, making Option B the appropriate answer.

Option A:
Depoliticisation would mean removing political content or analysis, whereas decolonisation debates are explicitly critical and political in nature. Therefore, Option A is incorrect.

Option B:
Option B is correct because the described rebalancing of knowledge systems and inclusion of indigenous perspectives is precisely what “curriculum decolonisation” refers to.

Option C:
Militarisation refers to increased influence of military values/structures and is unrelated to syllabus content debates about colonial legacies. Hence, Option C is incorrect.

Option D:
Mechanisation concerns technology and machines and does not address whose knowledge is valued or how colonial power shaped curricula. The stem is about epistemic justice and representation, not automation. Therefore, Option D is incorrect.

Curriculum decolonisation involves challenging colonial-era biases in what counts as legitimate knowledge. It calls for foregrounding indigenous, local and marginalised perspectives alongside or in place of dominant Eurocentric narratives. The stem’s reference to re-examining Eurocentrism and including indigenous knowledge fits squarely within these debates. Hence, “decolonisation” is the correct term.

Option A:
Depoliticisation would mean removing political content or critical analysis from the curriculum. Decolonisation, by contrast, is an explicitly political and critical project, so this option is not appropriate.

Option B:
Decolonisation debates help universities question whose knowledge is privileged and how power shapes syllabi. This is exactly what the stem describes, confirming that this option is accurate.

Option C:
Militarisation refers to the increasing influence of military ideas or institutions in society and has no direct link to the inclusion of indigenous perspectives in curricula. Therefore, this option is incorrect.

Option D:
Mechanisation relates to automation and the use of machines and is unrelated to the epistemic and cultural issues raised in curriculum reform. Thus, this option cannot complete the statement.

The process of questioning Eurocentric dominance in syllabi and integrating indigenous and marginalised perspectives is commonly described as curriculum decolonisation. The stem explicitly points to these kinds of changes, so “decolonisation” is the appropriate completion.

Option A:
Option A is correct because decolonisation debates focus on whose knowledge is represented, how colonial power shaped curricula and how to give space to local and indigenous epistemologies.

Option B:
Option B is incorrect as “depoliticisation” means removing political content or debate, whereas decolonisation is deeply political and critical in nature.

Option C:
Option C is wrong because “militarisation” refers to the increasing influence of military logic or institutions, unrelated to knowledge representation in the curriculum.

Option D:
Option D is incorrect since “mechanisation” concerns the use of machines or automation and has no direct connection to revising Eurocentric syllabi.

The Academic Bank of Credits is a proposed digital repository where students’ academic credits from different recognised institutions and courses can be safely stored. It allows learners to combine credits accumulated over time and across institutions to earn degrees or certifications. The stem refers to a system that enables storing, transferring and redeeming credits under NEP 2020, which corresponds exactly to the Academic Bank of Credits. Thus, Option B is correct.

Option A:
The National Scholarship Portal is aimed at processing and managing government scholarships and does not function as a credit storage and transfer mechanism. It deals with financial support rather than academic credits, so this option is not appropriate.

Option B:
The Academic Bank of Credits supports the NEP 2020 vision of multiple entry and exit points and flexible learning pathways. By recognising learning from various sources, it enhances mobility and lifelong learning, aligning closely with the description in the question.

Option C:
National Career Service is an employment-related portal connecting job seekers and employers. It does not manage academic credits in higher education, so this option is unrelated to the concept asked.

Option D:
Digital India Mission is a broad umbrella programme to transform India into a digitally empowered society and knowledge economy. While ABC is one component of digitalisation in education, the Mission itself is not the specific credit bank referred to in the stem.

Rashtriya Uchchatar Shiksha Abhiyan is a flagship centrally sponsored scheme focused on state universities and colleges. It provides strategic funding linked to reforms in governance, academic quality and equity of access. The stem describes a scheme designed to improve access, equity and quality in state higher education institutions through funding support, which matches RUSA exactly. Hence, Option A is correct.

Option A:
RUSA channels funds based on performance indicators and state higher education plans, encouraging systematic planning and accountability. It covers infrastructural development, faculty recruitment, research support and other quality-enhancing activities. These features clearly reflect the purpose described in the question.

Option B:
The National Education Policy is a policy document that sets broad directions for education reforms but is not itself a financing scheme. It may influence schemes, yet it is not the specific funding programme referred to in the stem, so this option is not appropriate.

Option C:
The National Programme on Technology Enhanced Learning focuses on creating online course content and recordings, especially in technical education. While it contributes to quality, it is not centred on funding state universities in the comprehensive way RUSA is.

Option D:
The Mid-Day Meal Scheme operates primarily in the school education sector to improve nutrition and enrolment. It has no direct relevance to funding state higher education institutions, so this option is incorrect.

The National Education Policy 2020 is the comprehensive document that superseded the earlier National Policy on Education 1986 and its 1992 modifications. It lays out a holistic vision for school and higher education, including structural reforms, multidisciplinary learning and quality improvement. The stem clearly refers to the policy that replaced NPE 1986 and now guides higher education, which is the National Education Policy 2020. Thus, Option A is correct.

Option A:
National Education Policy 2020 addresses all levels of education and is explicitly described as replacing the earlier NPE. It sets out goals and strategies for access, equity and quality, directly matching the description in the question. Hence, this option accurately completes the statement.

Option B:
New Examination Policy would focus only on assessment practices and is not the name of the broader policy that governs the entire education system. Therefore, Option B does not fit the stem.

Option C:
New Employment Policy and National Employment Plan would relate primarily to labour market strategies and job creation, not to comprehensive restructuring of education. Options C and D are therefore not appropriate answers here.

Option D:
National employment plans focus on economic and labour policy, whereas the stem is clearly about an education policy document. Since National Employment Plan has no formal status as the successor to NPE 1986 in the education context, this option cannot be correct.

The process of questioning colonial-era biases in knowledge and making space for indigenous and marginalised perspectives is known as curriculum decolonisation. The stem describes exactly these efforts, so “decolonisation” is the appropriate completion.

Option A:
Option A is incorrect because depoliticisation would involve removing political content, whereas decolonisation is overtly political and critical in examining power relations in knowledge.

Option B:
Option B is correct as decolonisation specifically addresses whose knowledge is valued and how colonial histories have shaped curricula, matching the description given.

Option C:
Option C is wrong since militarisation refers to the growing influence of the military, which is unrelated to revising syllabi along postcolonial lines.

Option D:
Option D is incorrect because mechanisation concerns increased use of machines or automation, not the epistemic critique of Eurocentrism.

Outcome-based education starts by defining what learners should know, be able to do and value at the end of a course or programme. Curricula, teaching methods and assessments are then aligned with these outcomes to ensure constructive alignment. The stem clearly mentions starting from stated learning outcomes for designing curriculum and assessment, which is the core principle of outcome-based education. Therefore, Option C correctly completes the statement.

Option A:
Outcome-based approaches emphasise transparency of expectations and continuous improvement based on feedback about student achievement. They are widely used in accreditation frameworks, especially in professional education, matching their importance in higher education quality assurance. This fits well with the idea described in the question.

Option B:
Input-based education focuses on resources such as hours of teaching, syllabus coverage or infrastructure without necessarily specifying learning results. It does not capture the outcome orientation emphasised in the stem, so this option is not suitable.

Option C:
Teacher-centred education emphasises the role of the teacher as the dominant figure in transmitting knowledge, often with less focus on measurable outcomes. While outcomes may still be present, this term does not specifically describe the approach discussed in the question.

Option D:
Rote-based education relies on memorisation and reproduction of information rather than understanding and application, and it is not structured primarily around clear learning outcomes. Hence, this option does not accurately represent the model described.

Privatisation in higher education involves greater participation of private providers, growth of self-financing programmes and a shift of some costs from the state to students and families. This may include private universities, self-financed courses in public institutions and encouragement of philanthropic or corporate investment. The stem mentions self-financing institutions, cost sharing and private investment, which are hallmark features of privatisation policies. Thus, Option C is the correct answer.

Option A:
Privatisation is often justified on grounds of expanding capacity and reducing the fiscal burden on the state, but it can raise concerns about equity and quality. These debates are central to the theme of higher education policy reform and match the context of the question.

Option B:
Statism would imply increased state control and funding, which is the opposite of relying more on private actors and cost sharing. Hence, this option does not fit the description.

Option C:
Democratisation focuses on greater participation and representation in governance and decision-making, not specifically on funding patterns or ownership. While democratisation can accompany privatisation, it is conceptually distinct from the phenomena described in the stem.

Option D:
Reservation is an affirmative action policy designed to promote inclusion of marginalised groups. It relates to equity of access rather than the ownership and financing structure of institutions, so this option is not appropriate.