UGC NET Questions (Paper – 1)

Statements A, B and D correctly illustrate e-governance in higher education. ICT systems support academic and administrative work, online platforms make processes more efficient and transparent, and student information or learning management systems are typical e-governance tools. Statements C, E and F are false because e-governance encourages digital records, still needs human oversight and must respect data security and privacy regulations.

Option A:
Option A is incorrect as it omits D, thus not explicitly recognising student information systems and LMS as key components of e-governance in academic settings.

Option B:
Option B is correct because it brings together A, B and D, the three true statements about ICT-supported processes, efficient online services and typical systems used, while excluding C, E and F, which contradict basic principles of e-governance.

Option C:
Option C is incorrect because it includes C, which claims records must remain only on paper, and therefore misrepresents the digital shift that defines e-governance.

Option D:
Option D is incorrect because it introduces E, which wrongly suggests that human decision-making disappears completely, and therefore misleads about the role of judgement in technology-enabled governance.

Statements A, B and D accurately describe meaningful administrative uses of ICT, while C trivialises its role and is false. Student Information Systems, automation tools and intelligent timetabling all streamline school operations and communication. Entertainment videos may be used occasionally, but they do not define administrative ICT. Thus, the combination A, B and D only is correct.

Option A:
Option A is incomplete because it lists only A and B and omits D. While record-keeping and timetabling are important, using ICT for timely communication with parents is also a key administrative function.

Option B:
Option B is incomplete because it includes B and D only and leaves out A. A is fundamental, as student record management is a central reason institutions adopt administrative ICT systems.

Option C:
Option C is incorrect because it combines A, C and D and thereby accepts C. C reduces ICT to entertainment, something that does not reflect its substantial administrative role in modern schools.

Option D:
Option D is correct because it gathers all three true statements and excludes C, which misrepresents ICT as primarily entertainment-focused in school administration.

Statements A, B, D and E describe central features of modern student information systems. They manage key records, enforce role-based access, integrate with LMSs for enrolment and maintain audit trails for accountability. Statement C is false because all critical databases require backups to guard against corruption or hardware failure. Statement F is false since sharing credentials undermines security and traceability, so the correct combination retains A, B, D and E only.

Option A:
Option A is incomplete because it omits E and so does not mention audit trails, which are important for monitoring changes and investigating errors. A, B and D are true but do not fully describe how SIS ensures accountability.

Option B:
Option B is incorrect because it includes F, which approves sharing credentials among staff. This practice weakens security and makes it difficult to attribute actions to specific users, so the presence of F invalidates the option.

Option C:
Option C is incorrect because it includes F and omits A. Excluding A ignores the basic storage role of SIS, and accepting F recommends insecure behaviour, so B, D, E and F cannot be correct.

Option D:
Option D is correct because it unites data management, access control, system integration and auditability in one set. It correctly rejects the idea that backups are unnecessary and that credential sharing is acceptable, providing a realistic view of SIS use.