UGC NET Questions (Paper – 1)

NEP 2020 suggests that each teacher should undertake around 50 hours of CPD in a year through workshops, online courses, peer learning and similar activities. This amount is considered sufficient to keep teachers updated without overwhelming their teaching schedule.

Option A:
Ten hours per year would be too little to meaningfully refresh subject knowledge and pedagogy and does not match the policy’s recommended figure.

Option B:
This option is correct because “about 50 hours per year” is the approximate number explicitly mentioned in NEP 2020 as a target for teacher CPD.

Option C:
Twenty-five hours is closer, but it is still below the benchmark suggested by the policy and therefore not fully aligned with NEP’s recommendation.

Option D:
One hundred and fifty hours per year would be difficult to manage alongside regular teaching duties and is not the number stated in NEP 2020.

NEP 2020 emphasises that teacher quality is central to educational improvement. It calls for clear norms and transparent processes that select candidates on academic merit, aptitude and ethical commitment. At the same time, recruitment should promote diversity and fairness. This combination builds trust and capacity in the system.

Option A:
Option A captures practices that NEP criticises and wants to change.

Option B:
This option matches NEP’s call for high standards and inclusive recruitment policies.

Option C:
Limiting recruitment to one social group goes against equity principles and is not allowed.

Option D:
Informal recruitment without criteria encourages bias and corruption, which the policy seeks to avoid.

NEP 2020 proposes that NCTE develop National Professional Standards for Teachers (NPST) that clearly articulate the knowledge, skills, values and responsibilities expected of teachers at different career stages and guide recruitment, appraisal and professional development.

Option A:
This option is correct because it captures the idea of NPST as a structured framework of competencies and responsibilities.

Option B:
A list of punishments is not a standards framework; NEP focuses on constructive support and development rather than fear-based control.

Option C:
Reducing teacher quality to a single exam ignores the complex, ongoing nature of teaching competence that the policy recognises.

Option D:
Treating standards as optional suggestions would defeat their purpose of guiding policy and institutional practice.

NEP 2020 specifies that by 2030 the minimum qualification for schoolteachers will be a four-year integrated B.Ed. degree offered in multidisciplinary institutions, combining subject depth with strong professional training.

Option A:
Option A is incorrect because a one-year certificate after school does not provide adequate disciplinary and pedagogical preparation for teaching.

Option B:
Option B is correct as it directly states the four-year integrated B.Ed. requirement that NEP sets as the minimum teacher qualification.

Option C:
Option C is wrong since a brief orientation course cannot replace comprehensive initial teacher education.

Option D:
Option D is incorrect because a generic bachelor’s degree without B.Ed. training does not meet the professional standards the policy wants for teachers.

NPST is intended to outline what teachers should know and be able to do at different stages of their careers. These standards can inform recruitment, appraisal, promotions and CPD. They professionalise teaching and ensure alignment with NEP goals.

Option A:
This option summarises NPST’s role in making teacher quality expectations explicit and coherent.

Option B:
Uniform decisions are not the focus of a professional standards framework.

Option C:
Subject syllabus design is handled by curricular bodies like NCERT and SCERTs.

Option D:
Building design is outside the scope of teacher professional standards.

NEP 2020 clearly states that the four year integrated B.Ed. will be the main route into teaching. It combines disciplinary major study with professional courses and practicum. The programme is to be housed in universities and colleges with strong academic ecosystems.

Option A:
Unregulated short certificates do not provide deep understanding of content or pedagogy. NEP argues against such minimal preparation for teachers.

Option B:
This option closely follows the policy’s description of the preferred pathway and situates B.Ed. in multidisciplinary HEIs, which is accurate. Hence it is correct.

Option C:
Purely ad hoc on the job training may support induction but cannot replace rigorous pre service teacher education, so this option is incomplete.

Option D:
Apprenticeships under unqualified tutors fail to meet professional standards and are not recognised as the main route in NEP 2020.

NEP 2020 emphasises that teacher recruitment should be transparent and merit based, drawing on eligibility tests and demonstration lessons to assess both subject knowledge and pedagogical skills.

Option A:
Option A is incorrect because informal hiring based on personal contacts can undermine fairness, accountability and teacher quality.

Option B:
Option B is correct as it summarises the requirement for rule bound, publicly advertised and merit oriented recruitment processes.

Option C:
Option C is wrong since appointments based solely on political recommendations contradict the professionalisation of teaching.

Option D:
Option D is incorrect because handwriting speed alone is not a meaningful indicator of a teacher’s competence or understanding of the subject.