UGC NET Questions (Paper – 1)

Statements A, C and D correctly describe learner-centred strategies. A is true because such approaches emphasise students’ active involvement instead of passive reception. C is true since group work, projects and problem-solving tasks create opportunities for collaboration, inquiry and self-direction. D is true as learner-centred teaching demands attention to varied abilities, interests and learning styles. B is false because absolute teacher control and suppression of student choice contradict learner-centred principles, and E is false because, with careful planning, aspects of learner-centred teaching can be implemented even in large classes. Hence A, C and D only is the correct combination.

Option A:
Option A contains A, C and D and correctly excludes B and E. Therefore A, C and D only is the correct answer.

Option B:
Option B lists A and C but excludes D, which is also true. Thus A and C only is incomplete.

Option C:
Option C includes C and D but omits A, so it is incomplete.

Option D:
Option D includes B (false), so A, B, C and D only is not valid.

Option E includes E (false), so A, C, D and E only cannot be correct.

NEP 2020 advocates that students should have significant choice in the subjects and courses they study. A choice-based credit system enables them to select majors, minors and electives from various disciplines while meeting programme requirements. This enhances autonomy and matches their interests and career plans.

Option A:
A single fixed curriculum would severely limit student autonomy and contradict the policy’s emphasis on flexibility and multidisciplinary learning.

Option B:
This option correctly identifies flexible credit based curricula and electives as mechanisms for academic freedom. It fits the NEP vision of student centred higher education and is therefore correct.

Option C:
Non credit activities are useful but cannot replace academic course choice. NEP wants flexibility within credit bearing programmes, not just in co curricular areas.

Option D:
Allowing corporate sponsors to dictate curriculum without academic oversight could compromise educational integrity. NEP emphasises university autonomy, so this option is inconsistent.

Statements A, B and C together provide a nuanced view of ranking frameworks. Statement A is true because published rankings often influence perceptions among students, parents and employers. Statement B is true as excessive focus on ranking positions can push institutions to chase indicators rather than overall educational quality and mission. Statement C is also true since thoughtful institutions can use ranking data as one input for benchmarking and planning improvements. Statement D is false because rankings use particular methodologies, and not all high-quality institutions will always appear at the top. Therefore, A, B and C only form the correct combination.

Option A:
Option A is incomplete because it includes only A and B and omits C, ignoring the constructive use of ranking data for self-improvement and strategic planning.

Option B:
Option B is incorrect because it selects A and C but leaves out B, thereby failing to mention the potential distortion of priorities when rankings are overemphasised.

Option C:
Option C is correct because it integrates A, B and C, acknowledging both the influence and risks of rankings and their potential diagnostic value, while excluding D, which oversimplifies the relationship between quality and ranking positions.

Option D:
Option D is incorrect because it includes D, which wrongly assumes that all high-quality institutions must top every ranking, an assumption that does not hold given diverse ranking criteria.

NEP 2020 envisages a major and minor structure in which students take most credits in a chosen major while also completing minors in other disciplines, allowing both depth in one subject and meaningful exposure to additional fields.

Option A:
This option contradicts the idea of flexibility and multidisciplinary learning, because forcing students to study only one subject removes the cross-disciplinary choice that NEP recommends.

Option B:
This option accurately reflects the purpose of majors and minors, combining specialisation in one discipline with structured study of other subjects.

Option C:
NEP expects students to complete foundational and disciplinary courses, so a programme restricted only to hobby subjects does not represent the policy.

Option D:
NEP emphasises student choice within a wide basket of subjects, not rigid subject lists imposed without regard to learners’ interests.

Statements A, B, C and E together reflect essential aspects of accreditation. A is correct because agencies evaluate multiple criteria including curriculum, teaching and research. B is correct as accreditation is granted for a defined period after which institutions must seek re-accreditation. C is correct since accreditation grades can affect funding decisions, autonomy and student perception. E is correct because self-study reports are key documents in the process. D and F are false because institutions with low grades may improve and reapply, and site visits are based on documented evidence submitted in advance.

Option A:
Option A is incorrect because it omits E and therefore ignores the central role of self-study reports in accreditation procedures.

Option B:
Option B is incorrect because it includes D, which wrongly states that the lowest-graded institutions are permanently excluded from re-accreditation, contrary to improvement-oriented quality assurance.

Option C:
Option C is correct as it selects A, B, C and E, covering criteria, cycle nature, consequences and documentation, while excluding D and F, which misrepresent re-application possibilities and evidence-based review.

Option D:
Option D is incorrect because it includes F, claiming that visits occur without prior documentation and omitting A, so it fails to describe the comprehensive, document-based nature of accreditation.

CBCS is officially expanded as the Choice Based Credit System, which organises learning into credit units that students can combine flexibly across semesters and even institutions. Since the emphasis is on credits as the building blocks of the programme, “Credit” correctly completes the name.

Option A:
Option A is correct because in CBCS every course carries a specified number of credits, and learners progress by accumulating these credits rather than by following a rigid year-wise pattern.

Option B:
Option B is incorrect as “Curriculum” would change the acronym and does not reflect the focus on quantifying learning through credits.

Option C:
Option C is wrong because “Course” is only one component of the system; the key concept is how courses add up as credits, not the term “Course” itself in the expansion.

Option D:
Option D is incorrect since “Class” refers to a teaching session or group of students and does not convey the systemic credit-based structure implied in CBCS.

Statements A, C and D together give a realistic picture of NIRF. Statement A is true because NIRF uses multiple weighted parameters covering teaching, research and outcomes. Statement C is correct as many stakeholders consider NIRF positions while choosing institutions. Statement D is also true since ranking outcomes can act as diagnostic tools for internal review and quality enhancement. Statement B is false because participation, while encouraged, is not a universal legal compulsion for every institution. Hence, the correct combination is A, C and D only.

Option A:
Option A is incorrect because it includes A and C but omits D. Without D, the constructive use of ranking data for institutional improvement is not recognised, reducing NIRF to a purely reputational exercise.

Option B:
Option B is incorrect because it combines A and D but leaves out C. This ignores the practical influence of rankings on student choice and public perception, which is a key effect of NIRF listings.

Option C:
Option C is incorrect because it includes only C and D and excludes A. Without A, there is no description of the multi-parameter nature of the framework that underpins the rankings.

Option D:
Option D is correct because it recognises the multiple parameters, the influence on stakeholders and the internal improvement potential of NIRF, while excluding B, which overstates the legal compulsion to participate.

Academic flexibility refers to the degree of choice students have in structuring their programmes of study. Letting them opt for courses outside the major broadens learning and supports interdisciplinary exposure. This practice is a clear manifestation of academic flexibility, making Option B correct.

Option A:
Rigidity denotes fixed curricula with little or no choice for learners. It would prevent students from exploring courses beyond their core discipline, so it does not fit the example in the stem.

Option B:
Academic flexibility enables learners to pursue their interests, build complementary skills and tailor their pathways. The example of cross-disciplinary choices directly illustrates this idea. Therefore, this option aligns exactly with the question.

Option C:
Secrecy has nothing to do with curriculum design and relates to withholding information. It cannot describe the provision of elective options, so this option is inappropriate.

Option D:
Surplus refers to excess quantity and does not capture any educational design principle related to choice. Thus, this option is not suitable here.

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.