UGC NET Questions (Paper – 1)

In most implementations of the Choice Based Credit System, credits are linked to weekly teaching-contact hours such as lectures and tutorials. This linkage helps quantify student workload and align it with learning outcomes. The stem refers to the basis on which credit value is typically set, which is the number of teaching-contact hours. Therefore, Option D correctly completes the statement.

Option A:
Vacation hours are periods when regular teaching does not occur and are not used to calculate course credits. As such, they cannot serve as the basis for credit value, making Option A incorrect.

Option B:
Examination hours are important but are generally not used as the primary reference for defining the credit value of a course. Credits focus more on teaching-learning time rather than just on final assessment, so Option B is not appropriate.

Option C:
Library hours may be part of student self-study but credit definitions are more directly tied to structured teaching-contact hours. While independent learning is important, it is not the standard basis for assigning credits, making Option C unsuitable.

Option D:
Teaching-contact hours encompass structured engagements where teachers directly guide learners through content, interaction and clarification. By linking credits to such contact time, institutions can standardise expectations across different courses and departments, which is why Option D correctly captures CBCS logic.

Statements A, C, D and F correctly describe academic calendars and semester systems. A is true because calendars list key academic events and schedules. C is true as semester systems typically divide the year into two main terms with associated assessments. D is true since advance knowledge of dates helps students and teachers plan work and leave. F is true because many institutions use websites and LMS platforms to share calendar updates. B is false, as calendars are meant to be publicly accessible, and E is false since extraordinary circumstances may require official revisions.

Option A:
Option A is incorrect because it omits F and therefore ignores the common practice of publishing calendars online, which is an important aspect of transparency.

Option B:
Option B is incorrect because it includes B, which wrongly portrays calendars as confidential, and mixes this with correct statements, so the combination does not represent the full set of true statements.

Option C:
Option C is incorrect because it includes E, which claims calendars can never be modified, contradicting the need for flexibility in emergencies.

Option D:
Option D is correct as it includes A, C, D and F, all of which are accurate statements, and excludes B and E, which misrepresent the openness and adaptability of academic calendars.

Under CBCS, one theory credit is typically linked to one contact hour per week (i.e., one hour of teacher–student instructional interaction). This link helps quantify student workload and align time with credit allotment. Hence, “contact” hours correctly complete the statement.

Option A:
Vacation hours refer to breaks when formal classes are not held. They do not form the basis for calculating credits and remain outside the teaching-learning schedule. Thus, this option is not correct.

Option B:
Examination hours matter for assessment, but CBCS credit definitions are primarily tied to regular instructional engagement (contact hours), not only to final tests. Therefore, this option is not correct.

Option C:
Library hours involve self-study and resource use, which are valuable but are not the standard unit used to assign credits for a theory course. Consequently, this option does not match the usual CBCS basis.

Option D:
Contact hours directly measure structured teaching-learning time between teachers and students. This is the commonly used basis in CBCS for assigning theory credits, which is why this option is appropriate.

Statements A and C correctly describe the role of the academic calendar and semester planning. Statement A is true because an academic calendar outlines teaching weeks, examination periods, vacations and other key events. Statement C is also true, as a clear calendar helps in timely course completion and provides transparency to students and staff. Statement B is false because in a semester system assessments are typically conducted at the end of each semester and may include internal tests as well. Statement D is false since institutions may need to revise calendars in response to emergencies or policy directions. Therefore, A and C only form the correct combination.

Option A:
Option A is incomplete because it mentions the content of the calendar but omits the important function of transparency and timely completion described in C. Without C, the benefits of having a calendar are not fully reflected.

Option B:
Option B is incorrect because it selects only C and ignores A, thereby failing to indicate what the academic calendar actually contains in terms of schedule and structure.

Option C:
Option C is correct as it joins A and C, capturing both the descriptive and functional aspects of the academic calendar, while excluding B and D, which misrepresent the nature of the semester system and the flexibility of calendars.

Option D:
Option D is incorrect because it includes D, which wrongly claims that calendars can never be modified, and also omits the explicit reference to the contents of the calendar in A, leading to an inaccurate and incomplete understanding.

The Choice Based Credit System is designed to provide flexibility in curriculum through electives, skill courses and the ability to move across disciplines. It allows students to accumulate credits over time and supports a learner-centred approach. The stem describes a system that supports choice, interdisciplinary courses and credit accumulation across semesters, which fits the Choice Based Credit System exactly. Thus, Option B is the correct answer.

Option A:
The Annual Examination Scheme refers to conduct of examinations once a year without emphasising course choice or credit accumulation. It is an older pattern that does not by itself guarantee flexibility or interdisciplinarity, so this option is incorrect.

Option B:
The Choice Based Credit System explicitly incorporates the idea of credits linked to learning outcomes and workload, which can be combined in multiple ways to form a programme. It supports flexible pathways and interdisciplinary exposure, aligning well with the question.

Option C:
A Fixed Credit Regime implies a more rigid structure with limited or no flexibility for learners to choose courses or adjust pacing. This is contrary to the concept being described in the stem, so it is incorrect.

Option D:
The Term-End Promotion Scheme is not a recognised framework in higher education for structuring curricula and credits. It does not address choice or credit-based flexibility, so this option does not answer the stem appropriately.