UGC NET Questions (Paper – 1)

NEP 2020 lists several life skills as essential outcomes of schooling. It proposes that these be developed through pedagogies like group work, projects, sports and arts, not just through one isolated course. This reinforces holistic development alongside academic learning.

Option A:
Treating life skills as unimportant and leaving them only to families ignores their role in personal and social success and contradicts NEP’s explicit listings.

Option B:
This option aligns with the cross curricular integration of life skills envisaged in the policy. It emphasises everyday practice in classrooms and co curricular spaces, making it the correct answer.

Option C:
Limiting life skills to one subject may lead to compartmentalisation; NEP prefers infusion into all areas of school life.

Option D:
Restricting life skills to vocational tracks would deprive many students in general education of these competencies, which is not what NEP suggests.

NEP 2020 states that schools must deliberately integrate socio-emotional learning and life skills into curriculum, classroom processes and school culture so that students’ well-being and relationships grow alongside academic learning.

Option A:
This option is incorrect because the policy explicitly highlights SEL, mental health and life skills as essential parts of quality education, not irrelevant extras.

Option B:
This option is correct since it reflects NEP’s holistic approach where activities like group work, arts, sports and reflection are used to build socio-emotional competencies.

Option C:
This option is wrong because equity requires that all students, not only those in elite private schools, receive SEL support.

Option D:
This option is incorrect as punishments do not by themselves develop empathy or self-regulation and NEP does not present them as the main way to address socio-emotional issues.