Quality benchmarks and best practices – UGC NET Question

Statements A, B, D and E together express a constructive approach to quality benchmarks and best practices. A is true because case studies help institutions adapt successful strategies. B is true as benchmarks give measurable standards for comparison. D is true since networks and forums create opportunities for shared learning. E is true because internal workshops translate ideas into practice through staff development. C is false because benchmarks should be adapted to context, and F is false because quality benchmarks are meant to inform ongoing work, not just accreditation events.

Option A:
Option A is incorrect because it omits E and therefore does not highlight the role of internal capacity-building activities in making best practices effective.

Option B:
Option B is incorrect because it excludes A and includes only B, D and E, thereby not mentioning the key mechanism of sharing case studies for practical learning.

Option C:
Option C is correct because it combines A, B, D and E, the true statements about learning from others, using benchmarks, participating in networks and building capacity, while excluding C and F, which promote rigidity and episodic use of benchmarks.

Option D:
Option D is incorrect because it includes C, which implies that benchmarks must be rigid, and omits B, thus weakening the basic idea of benchmarks as comparative reference points.