UGC NET Questions (Paper – 1)

Carrying capacity is rooted in ecology and refers to the maximum pressure ecosystems can bear without losing their functions. Using it in development planning means respecting ecological limits such as regeneration rates and waste assimilation capacity. The stem asks what type of limits must be respected,which are ecological limits. Therefore Option B is correct.

Option A:
Political limits are constraints arising from power relations and governance structures. They matter,but they are not the core of the carrying capacity concept.

Option B:
Ecological limits are set by how much extraction and pollution ecosystems can tolerate. Ignoring them leads to degradation and loss of services,so they are central to sustainable development thinking. This matches the question.

Option C:
Linguistic limits relate to language diversity and communication,which are important culturally but not relevant to carrying capacity as defined here.

Option D:
Cultural limits concern social norms and values and again are not the primary focus of the ecological carrying capacity framework,so Option D does not fit.

Statements A and B give a correct picture of AISHE. A is true because AISHE gathers comprehensive data on enrolment, teachers, finances and infrastructure across recognised institutions. B is also true as these data sets inform planning documents, policy decisions and monitoring of higher education expansion. Statement C is false because AISHE covers both public and private institutions. Statement D is false since AISHE indicators often guide funding priorities and development schemes. Hence, A and B only are correct.

Option A:
Option A is incorrect because it recognises only A and omits B. While A states what AISHE collects, B explains how the data are used in governance and planning, so excluding B leaves the function of AISHE incomplete.

Option B:
Option B is incorrect because it selects only B and leaves out A, failing to describe the scope and content of the survey, which is necessary to understand why the data are useful.

Option C:
Option C is correct as it combines both the scope (A) and the policy use (B) of AISHE while excluding C and D, which wrongly limit coverage and deny the connection with funding and schemes.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby endorsing C and D, which contradict the official design and uses of AISHE.

NEP 2020 explicitly states that India should aim to achieve a 50% Gross Enrolment Ratio in higher education by 2035. This target reflects the policy objective of significantly expanding access to post-secondary education. It is seen as necessary for economic growth, knowledge creation and demographic advantage. Therefore, 50% is the only option that correctly matches the official NEP target mentioned in the stem.

Option A:
A GER of 25% is closer to earlier levels of participation and does not represent the ambitious future target set by NEP 2020. Selecting this option would underestimate the scale of expansion envisaged for 2035. Hence, it cannot be the correct completion of the statement.

Option B:
A GER of 35% is higher than 25% but still falls short of the officially stated goal of 50% by 2035. Choosing this option would misrepresent the magnitude of growth planned in the policy. Therefore, it is not the correct answer.

Option C:
50% is the official GER target mentioned in NEP 2020 for higher education by 2035, representing a major planned expansion of access and capacity.

Option D:
A GER of 75% would represent an even more ambitious target than what NEP 2020 actually proposes. Since the policy documents do not state 75% as the 2035 goal, this option does not align with the official benchmark and is incorrect. Although 75% would indicate extremely wide participation, NEP 2020 clearly fixes the benchmark at 50%, so selecting 75% would overstate the intended level of massification.