UGC NET Questions (Paper – 1)

The National Knowledge Commission spoke of the three Es of higher education: expansion, excellence and equity. It argued that growth in numbers must be accompanied by high quality and fair access for disadvantaged groups. The stem mentions expansion and excellence and asks for the third concern, which is equity. Therefore, Option B is the correct completion.

Option A:
Equity emphasises that new opportunities in higher education should be accessible to all segments of society rather than only privileged groups. This reflects the Commission’s concern with social justice and inclusive growth, matching the idea in the question.

Option B:
Exclusion is something to be avoided, not a goal of reform, and thus cannot complete the trio of positive objectives highlighted by the Commission. Hence, Option A is inappropriate.

Option C:
Elimination and erosion suggest negative processes that run counter to the improvement agenda of higher education reforms. They do not match the affirmative policy goals set out in NKC, making Options C and D incorrect.

Option D:

Statements A, C and D correctly summarise crucial elements of NPE 1986 and its Programme of Action for higher education. Statement A is true because the policy emphasised both qualitative improvement and quantitative expansion. Statement C is correct in noting the policy’s concern for strengthening research in universities and advanced institutions. Statement D is also correct, as equity and special support for women and disadvantaged groups were key policy commitments, while statement B is false because the Programme of Action sought to operationalise rather than completely reverse the NPE recommendations.

Option A:
Option A is incorrect because it selects only A and C and leaves out D. The focus on equal access for women and disadvantaged groups is a major component of the policy framework and cannot be ignored. By omitting this equity dimension, the option fails to capture all the correct statements.

Option B:
Option B is incorrect because it combines C and D but excludes A. Quality and expansion of higher education are central features of NPE 1986, and leaving out A makes the portrayal incomplete. A correct answer must include all the true statements together.

Option C:
Option C is correct because it brings together A, C and D, which align with the policy’s priorities of quality, research and equity. It simultaneously excludes B, which wrongly describes the Programme of Action as reversing the policy instead of implementing it. This combination therefore matches the full set of correct statements.

Option D:
Option D is incorrect because it includes statement B among the correct statements. As the Programme of Action did not reverse the policy but elaborated its implementation strategies, treating B as correct misrepresents the policy process. Hence this option cannot be chosen.

NEP 2020 emphasises a holistic and multidisciplinary higher education structure with flexible curricular choices, making statement A correct. It also proposes a time-bound phasing out of the affiliation system, which confirms the correctness of statement B. Statement D is correct because NEP 2020 envisions the Higher Education Commission of India as an umbrella organization for regulation, accreditation and funding separation. Statement C is incorrect; NEP does not propose a single examination board controlling all aspects of higher education institutions. The combination A, B and D only therefore correctly captures the intended provisions.

Option A:
Option A is incorrect because it acknowledges A and B as correct but omits D, which is also a key part of NEP 2020 relating to the Higher Education Commission of India. Leaving out this true statement makes the combination incomplete.

Option B:
Option B is correct because it combines all three true statements A, B and D while excluding C, which exaggerates central examination control beyond what NEP 2020 proposes. This option closely matches the reform agenda described in the policy.

Option C:
Option C is incorrect because, although B and D are true, it leaves out A, which is central to NEP’s emphasis on multidisciplinary and flexible education. The omission of A makes the combination partially correct but not fully accurate.

Option D:
Option D is incorrect because it treats all four statements as correct and thereby accepts the exaggerated claim in C about a single exam board controlling all institutions. Since C is not consistent with the policy, this option cannot be chosen.

Add-on courses in communication, digital literacy and entrepreneurship are intended to equip students with skills that enhance their chances of obtaining and retaining good jobs or starting enterprises. These programmes go beyond subject knowledge to strengthen practical competencies. The stem refers to such courses and asks which dimension is being strengthened, and that is primarily employability. Therefore, Option A is correct.

Option A:
Employability focuses on the blend of knowledge, skills and attitudes that make graduates ready for the labour market. Higher education policy increasingly stresses employability as a key outcome, which matches the description in the question.

Option B:
Purely recreational activities may be valuable for well-being but are not the core aim of skill-oriented add-on courses. These courses are generally designed with career relevance in mind, so Option B is not appropriate.

Option C:
Only political objectives are not the main rationale for communication and digital skills courses. While they may indirectly influence civic participation, their primary intent is to make students more effective in workplaces and professional contexts, making Option C incorrect.

Option D:
Solely sporting refers to physical and athletic activities, which are not the focus of communication or digital literacy courses. Hence, Option D does not capture the dimension highlighted in the stem.

ICT in education covers the entire cycle of academic activity, from preparing digital materials to delivering them and assessing learning. It enables teachers to create multimedia content, share it through networks and receive student responses. It also helps in recording, analysing and reporting performance data. Therefore, this option reflects the broad academic scope of ICT rather than a narrow or casual use.

Option A:
This option describes ICT as a comprehensive academic support system that connects content, communication and evaluation. It recognises that the same technological infrastructure serves teachers, students and administrators. Because it highlights multiple core functions in education, it is the most accurate statement.

Option B:
Using ICT only for decoration ignores its instructional and administrative potential. Flashy gadgets without proper integration into pedagogy do not represent the true scope of ICT in higher education.

Option C:
Restricting ICT to festival greetings reduces powerful academic tools to purely social exchanges. Such a limited use does not justify investments in educational technology.

Option D:
Playing background music may use electronic devices, but it does not engage ICT for structured learning or assessment. Hence, this option misses the real educational role of ICT.

NMEICT supports the creation of high quality digital learning materials, training of teachers and provision of broadband connectivity. Its aim is to democratise education by reaching learners in remote and disadvantaged regions. By emphasising access, equity and quality, the mission aligns with national policy goals. This option summarises that vision.

Option A:
This option correctly points to both infrastructure and content as focus areas. It recognises that ICT integration is not just about hardware but also about pedagogy and resource development. Such a holistic view is central to understanding the mission.

Option B:
Closing computer labs would reduce ICT access and contradict the mission’s purpose. NMEICT advocates more, not less, use of digital tools.

Option C:
Restricting resources to private companies would undermine public educational institutions and equity goals. NMEICT targets universities, colleges and students widely.

Option D:
Using ICT only for entertainment ignores its potential for academic transformation. NMEICT is explicitly about education, not just recreation.