UGC NET Questions (Paper – 1)

NEP 2020 suggests that coding and computational thinking can be introduced from the middle stage, when students are developmentally ready for structured logical reasoning and simple programming.

Option A:
Introducing coding in early childhood would not be age-appropriate; the focus there is on play, language and basic social skills.

Option B:
In the preparatory stage the emphasis is still on consolidating foundational literacy and numeracy, not formal coding.

Option C:
This option correctly identifies the middle stage (Grades 6–8) as the point where NEP 2020 proposes to begin coding and computational thinking.

Option D:
Restricting coding only to higher education ignores NEP’s aim of building these skills gradually from school level onward.

Statements A, B, D and E correctly describe the principles and mechanisms of academic integrity. A is true because proper acknowledgement of sources is fundamental to integrity. B is true as many HEIs use software tools to detect similarity and possible plagiarism. D is true since clear policies and procedures provide transparency and fairness. E is true because training in citation reduces inadvertent plagiarism. C is false because reusing another’s assignment as one’s own is a clear violation, and F is false because integrity expectations apply to all levels of study.

Option A:
Option A is incorrect because it omits E, thereby failing to highlight the preventive educational role of teaching referencing skills.

Option B:
Option B is incorrect because it excludes A and includes only B, D and E, thus not explicitly stating the core principle of acknowledging sources.

Option C:
Option C is correct because it groups A, B, D and E, the four true statements about principles, tools, policies and training, while excluding C and F, which normalise misconduct or limit integrity to a small group.

Option D:
Option D is incorrect because it includes F, which wrongly suggests academic integrity applies only to research scholars, and omits B, which mentions the practical tool of plagiarism-detection software.

Statements A and C correctly summarise key features of institutional restructuring under NEP 2020. Statement A is true because NEP 2020 classifies higher education institutions into research-intensive universities, teaching-intensive universities and degree-granting colleges. Statement C is also true as the policy emphasises that all types should become large multidisciplinary institutions over time. Statement B is false because NEP 2020 explicitly proposes phasing out the traditional affiliating system. Statement D is false since the policy actually promotes greater academic, administrative and financial autonomy. Hence, the combination A and C only is correct.

Option A:
Option A is correct because it includes the two statements that align with NEP 2020’s vision of institutional types and multidisciplinary evolution, while rejecting B and D, which contradict the policy’s restructuring and autonomy goals.

Option B:
Option B is incorrect because it includes B, which wrongly asserts that affiliating universities will remain unchanged, despite NEP 2020’s plan to move away from this model.

Option C:
Option C is incorrect because it pairs C and D and omits A, thereby accepting D’s false claim that autonomy is rejected and failing to mention the threefold institutional classification.

Option D:
Option D is incorrect because it groups A, C and D, and therefore accepts D’s misrepresentation of NEP’s stance on autonomy, which undermines the accuracy of the combination.

NEP 2020 emphasises that higher education should gradually expand offerings in Indian languages. Bilingual programmes are suggested to ease transition while maintaining international links. This can widen access for first-generation learners and strengthen local scholarship.

Option A:
Restricting to English medium alone is contrary to NEP’s multilingual vision.

Option B:
This option summarises the positive promotion of Indian languages in HEIs in the policy.

Option C:
Using only foreign languages would marginalise Indian languages even further.

Option D:
Prohibiting programmes in Indian languages directly contradicts the policy recommendations.

NEP 2020 frequently refers to SEDGs as groups that face barriers due to social and economic conditions. These include SCs, STs, OBCs, minority communities, girls, differently-abled persons and others. Special schemes and funds are proposed to support them. The acronym explicitly stands for Socio-Economically Disadvantaged Groups.

Option A:
Option A mis-expands the acronym and does not relate to equity concerns.

Option B:
This option matches the text of NEP and clarifies the focus on disadvantaged learners.

Option C:
Option C invents a meaning that refers only to graduates, which is not the usage in the policy.

Option D:
Option D is unrelated to the equity framework described in NEP.

Statements A, B, D and E accurately describe expectations regarding public disclosure. A is true because basic information on programmes, admissions and fees must be accessible. B is true as sharing decisions or summaries of statutory bodies promotes transparency. D is true since regulators and accreditation agencies often prescribe disclosure requirements. E is true because clear and student-friendly information helps applicants make informed choices. C is false because institutions are not discouraged from disclosure; rather, they are expected to be open, and F is false as outdated or inaccurate websites can damage credibility.

Option A:
Option A is incorrect because it omits E and thus fails to mention the importance of presenting information in a way that students can easily understand and use.

Option B:
Option B is incorrect because it includes only B, D and E and omits A, leaving out the fundamental requirement to provide basic programme and fee information online.

Option C:
Option C is incorrect because it ignores D and includes only A, B and E, not explicitly acknowledging that disclosure is often mandated by regulatory and accreditation norms.

Option D:
Option D is correct because it brings together A, B, D and E, the true statements that emphasise accessible information, transparency, regulatory norms and student-centred presentation, while excluding C and F, which wrongly discourage disclosure and dismiss the importance of website accuracy.

NEP 2020 uses the term SEDGs for groups facing social and economic barriers, such as SCs, STs, OBCs, minorities, girls, children in rural or remote areas and transgender persons. Economically privileged learners in elite urban schools are comparatively advantaged and hence least likely to be considered SEDGs.

Option A:
Scheduled Castes and Scheduled Tribes are explicitly recognised as socio-economically disadvantaged groups needing targeted support and therefore clearly fall within SEDGs.

Option B:
Children from rural and remote regions often face difficulties of access, infrastructure and quality, so they are typically included in SEDGs, not excluded.

Option C:
Economically well-off students in elite urban schools enjoy better resources and opportunities, so they are least likely to be categorised as SEDGs in NEP 2020.

Option D:
Transgender persons are specifically mentioned as needing special measures for inclusion and safety and therefore are part of the SEDG focus, not outside it.

All four statements A, B, C and D correctly characterise multidisciplinary and multi-campus institutions. A is true because multidisciplinary universities deliberately span several domains of knowledge. B is correct as multi-campus institutions have multiple locations functioning under one overarching governance system. C reflects NEP 2020’s emphasis on large multidisciplinary universities and institutional clusters. D is also true since such structures can encourage resource sharing, interdisciplinary work and collaborative learning. As all statements are correct, the right option is A, B, C and D.

Option A:
Option A is incorrect because it selects only A and B and ignores C and D, thereby missing the policy thrust in NEP 2020 and the benefits of resource sharing and collaboration.

Option B:
Option B is incorrect because it includes A, B and C but omits D, which states the important advantages of such institutional arrangements for learning and resources. Without D, the portrayal is less complete.

Option C:
Option C is incorrect because it combines B, C and D and leaves out A. Excluding A removes the basic defining feature of multidisciplinary universities, which is the breadth of disciplines they cover.

Option D:
Option D is correct because it recognises that all four statements are accurate and complementary. It captures the conceptual, structural and policy dimensions of multidisciplinary and multi-campus institutions in a single combination.

NEP 2020 highlights peer tutoring as a low-cost, effective strategy, particularly for foundational literacy and numeracy. Older or more advanced students can assist others under a teacher’s supervision, making learning more personalised and collaborative.

Option A:
Option A is incorrect because NEP explicitly notes that peer tutoring can be effective; it does not advise avoiding it.

Option B:
Option B is correct as it matches NEP’s recommendation to use peer support, especially for FLN, under proper teacher guidance.

Option C:
Option C is incorrect since NEP does not propose replacing teachers; peer tutoring is meant to supplement, not substitute, teacher-led instruction.

Option D:
Option D is incorrect because peer tutoring can be useful at various levels, including school education, not only in higher education.

Statements A, B, C and D together represent good practice in faculty appraisal. They cover multi-dimensional evaluation, transparent promotion norms, student and peer feedback and the use of appraisal data to plan development and workload. Statements E and F are false because secrecy undermines trust and faculty are expected to engage in continuous professional development.

Option A:
Option A is incorrect because it omits D and therefore ignores the constructive use of appraisal data for planning faculty development and workload.

Option B:
Option B is incorrect as it leaves out A, so the major performance dimensions of teaching, research and extension are not fully stated.

Option C:
Option C is incorrect because it omits B, thereby underplaying the importance of transparent criteria in maintaining fairness and motivation.

Option D:
Option D is correct since it includes A, B, C and D, the four true statements about comprehensive appraisal and its uses, while excluding E and F, which advocate secrecy and static professional roles.

NEP 2020 clearly states that the M.Phil. programme will be phased out. Students will be able to move directly from a four-year bachelor’s with research or from appropriate master’s programmes into Ph.D. study, simplifying and streamlining the degree structure.

Option A:
Making M.Phil. mandatory before all Ph.D. admissions would directly contradict the policy’s explicit decision to discontinue M.Phil.

Option B:
This option is correct because it reflects the clear recommendation in NEP 2020 that M.Phil. should be discontinued as a separate academic degree.

Option C:
Replacing all master’s degrees with M.Phil. is not suggested; instead, NEP maintains master’s programmes while removing the M.Phil. layer.

Option D:
Offering M.Phil. only through open and distance learning is irrelevant once the degree itself is to be discontinued; NEP does not propose such an arrangement.

B.A., B.Sc. and B.Com are degree programmes pursued after completion of school education and are part of the tertiary sector. In India, such post-school degree programmes are collectively referred to as higher education. Therefore, the only level that correctly describes these programmes is the higher level of education.

Option A:
Option A is correct because “higher” education is the standard term used for university and college studies following secondary schooling, including undergraduate degrees like B.A., B.Sc. and B.Com.

Option B:
Option B is incorrect because “primary” education refers to the early years of schooling, typically the first few grades, and has nothing to do with university-level degree programmes.

Option C:
Option C is wrong as “upper primary” corresponds to middle school classes, still within the school system and not at the stage of degree education.

Option D:
Option D is incorrect because “secondary” education refers to high school level (up to Class 10 or 12), which is completed before students become eligible for B.A., B.Sc. or B.Com programmes.

Statements A, B, C and D correctly describe research and innovation ecosystems. A is true because universities generate knowledge and may translate it into patents and start-ups. B is true as partnerships with industry and government provide resources and real-world problems. C is true since innovation cells and incubators nurture entrepreneurial initiatives. D is true because universities must consider ethical and social impacts of innovation. E is false because innovation is relevant across disciplines, including social sciences and humanities. F is false as basic research is essential for long-term knowledge advancement and need not be abandoned.

Option A:
Option A is incorrect because it omits D and therefore misses the crucial dimension of ethical and socially responsible innovation in higher education.

Option B:
Option B is incorrect because it includes E, which wrongly limits innovation to certain disciplines, conflicting with the cross-disciplinary nature of research impact.

Option C:
Option C is incorrect because it includes F, which rejects basic research, and omits A, thus ignoring the broader research and publication contributions of universities.

Option D:
Option D is correct because it selects all four accurate statements about knowledge creation, collaboration, incubation and ethical responsibility, and rejects E and F, which narrow or distort the role of research.

SWAYAM is the flagship national online platform created to host MOOCs for school, undergraduate and postgraduate learners. It aggregates courses from multiple institutions and allows learners to enrol and earn certificates. The stem describes a government MOOCs platform spanning various disciplines, which is precisely what SWAYAM provides.

Option A:
SWAYAM is explicitly designed as a common portal where courses from NPTEL, CEC, IGNOU and other coordinators are offered in one place. Its role is to deliver MOOCs to a wide audience with unified standards. This exact function corresponds to the stem, so Option A is correct.

Option B:
NPTEL is a major content initiative and a SWAYAM course coordinator, but it is not the umbrella national MOOCs platform itself. The question asks for the Government of India’s platform name, which is SWAYAM, so Option B is incorrect.

Option C:
e-PG Pathshala focuses on e-content modules mainly for postgraduate subjects and does not function as the national MOOCs platform in the way SWAYAM does (mass enrolment, course runs, quizzes/exams, certification). Thus, Option C does not match the stem.

Option D:
Sodhganga is a repository of theses and dissertations, not a platform for delivering MOOCs. Therefore, Option D is not appropriate.

Ethics committees are established to review research proposals for compliance with ethical standards related to human and animal welfare, informed consent and risk management. They ensure that research respects dignity, rights and safety. The stem points to committees that examine ethical aspects of research, which are correctly called ethics committees. Therefore, Option D is the right answer.

Option A:
Finance committees oversee budgeting and resource allocation and do not focus on consent, risk, or moral justification in research. Thus, Option A is incorrect.

Option B:
Sports committees manage sporting events and facilities and have no mandate to review research ethics. Hence, Option B is incorrect.

Option C:
Discipline committees deal with misconduct and disciplinary issues and are different from specialised oversight of research protocols involving humans/animals. Therefore, Option C is incorrect.

Option D:
Option D is correct because ethics committees specifically review research protocols to protect participants/animals, ensure informed consent, manage risks, and comply with ethical guidelines.