UGC NET Questions (Paper – 1)

NEP 2020 repeatedly mentions that greater participation in higher education must not leave disadvantaged groups behind. It highlights scholarships, hostel facilities, bridge courses and other supports to ensure that SEDGs are represented as GER rises. Equity and inclusion are embedded in expansion strategies.

Option A:
Suggesting benefits only for privileged groups contradicts NEP’s commitment to social justice and inclusive growth, so this option is clearly incorrect.

Option B:
This option accurately captures that equity is central in GER expansion. It emphasises targeted measures for inclusion, which matches the policy text, making it correct.

Option C:
Focusing GER expansion solely on foreign students ignores the core goal of improving participation among Indian youth, especially those from disadvantaged backgrounds.

Option D:
Claiming that equity is unrelated to GER directly conflicts with NEP, which links them closely in many sections.

Statements A, B and D correctly express equity and social justice measures. Reservation policies widen access, scholarships and support schemes help students sustain their studies, and bridge courses or remedial teaching assist in addressing academic gaps. These measures are rooted in constitutional values of equality and justice. Statements C, E and F are false because they deny the constitutional basis for equity or suggest exclusionary and discriminatory practices that conflict with social justice.

Option A:
Option A is incorrect because it includes only A and B and omits D, thereby ignoring the role of bridge courses and remedial teaching in supporting students from underrepresented backgrounds.

Option B:
Option B is correct since it brings together A, B and D, the three true statements on access, support and academic bridging, and leaves out C, E and F, which either deny constitutional values or promote exclusion.

Option C:
Option C is incorrect because it includes C, which wrongly claims that social justice is unrelated to constitutional values, and omits A, so it does not state how reservation policies widen access.

Option D:
Option D is incorrect because it includes C and omits B, thereby accepting a denial of constitutional linkage and ignoring the importance of targeted scholarships and support schemes.

Statements A, B and C together explain the rationale for reservation and equity measures. Statement A is true because affirmative admissions policies are designed to expand opportunities for disadvantaged groups. Statement B is correct as scholarships, remedial classes and hostel facilities are common instruments of equity. Statement C is also true since these measures explicitly address historical and structural inequalities in access. Statement D is false because such policies are central to the vision of inclusive and socially just higher education. Thus, A, B and C only form the correct set.

Option A:
Option A is incorrect because it lists A and B but omits C, which directly states the broader objective of reducing inequality. Without C, the deeper social justice purpose behind equity measures is not clearly articulated.

Option B:
Option B is incorrect because it pairs B with D and leaves out A and C, while also accepting D’s wrong assertion that equity measures are unrelated to inclusion. This contradicts the widely recognised link between equity interventions and inclusive education.

Option C:
Option C is correct because it retains all the true statements that cover admissions, support services and social justice goals, and it rejects D, which separates equity policies from inclusion.

Option D:
Option D is incorrect because it groups A, C and D and thereby includes D’s claim that reservation and support have no relation to inclusion, which directly conflicts with the recognised purpose of such measures.