UGC NET Questions (Paper – 1)

NEP 2020 recommends that board exams become more flexible and low stakes. One suggestion is that students may be allowed to appear for them more than once a year, with the best score being considered. This reduces pressure and allows students to improve without losing a year.

Option A:
A single lifetime exam would be excessively rigid and is not proposed.

Option B:
This option captures the flexibility aspect of NEP’s vision: multiple chances, competency-based questions and reduced high-stakes pressure.

Option C:
Monthly board exams would be unrealistic and highly stressful for students and teachers.

Option D:
NEP does not abolish board exams; it reforms them to assess understanding better.

Statements A, B, C and D correctly describe governance needs of multi-campus universities. A is true because campus heads require defined authority. B is true as common regulations maintain parity of standards. C is true since quality processes must apply to all locations. D is true because coordinated communication and data sharing are essential for coherent functioning. E and F are false because campuses cannot operate in isolation and multi-campus structures demand deliberate planning and monitoring.

Option A:
Option A is incorrect because it omits D and so underplays the importance of communication and data systems in coordinating multiple campuses.

Option B:
Option B is incorrect because it includes E, which wrongly claims complete independence without reporting, and thus conflicts with central governance.

Option C:
Option C is incorrect because it leaves out A and includes only B, C and D, so it does not explicitly mention the need to delegate authority to campus heads.

Option D:
Option D is correct since it groups A, B, C and D, the four true statements on delegated authority, uniform regulations, quality coverage and coordination systems, while excluding E and F, which deny central oversight and planning.

SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds) is India’s national MOOC platform. It offers free online courses from school to postgraduate level, including credit-bearing courses that can be transferred to university programmes. The stem mentions a national online platform that hosts MOOCs from Indian institutions for learners anywhere, which directly points to SWAYAM. Therefore, Option B is the correct answer.

Option A:
e-Pathshala is primarily a digital platform for school-level textbooks and resources, not a full-fledged MOOC platform for higher education. It does not provide structured university-level online courses with credit transfer mechanisms, so it is not the best match here.

Option B:
SWAYAM integrates video lectures, reading materials, quizzes and discussion forums to support active learning. It is explicitly positioned as India’s main MOOC portal, aligning perfectly with the description given in the question.

Option C:
INSAT refers to Indian National Satellites used for communication and broadcasting, including educational telecasts, but it is not itself an online course platform. Thus, this option does not capture the meaning of the stem.

Option D:
PRAGATI is associated with scholarships and initiatives for girl students in technical education and does not refer to a MOOC delivery platform. Therefore, this option is not appropriate for this question.

Statements A, B and D accurately present governance and funding reforms. Statement A is true because reforms aim to give institutions freedom while holding them responsible for results. Statement B is correct since transparent budgeting and audits are standard accountability tools. Statement D is also true as some policies tie portions of funding to performance indicators to encourage improvement. Statement C is false because autonomy is not the same as absence of regulation; external review remains necessary for public accountability. Thus, the correct combination is A, B and D only.

Option A:
Option A is incorrect because it includes A and B but omits D, thereby ignoring the role of performance-linked funding as a governance instrument in some reform models.

Option B:
Option B is incorrect because it selects B and D but leaves out A, failing to underline the central balancing act between autonomy and accountability that frames such reforms.

Option C:
Option C is incorrect because it combines A with C and D, thereby accepting C’s incorrect claim that autonomy removes external review, which undermines the notion of responsible autonomy.

Option D:
Option D is correct since it recognises the balance between autonomy and accountability, the importance of financial transparency and the use of funding incentives, while rejecting C’s extreme view of autonomy.

NEP 2020 underlines that community participation strengthens schools. It supports School Management Committees and School Complex Management Committees with parent and community representation. Projects using local environment and traditions also deepen learning. This partnership improves accountability and relevance.

Option A:
Isolating schools from their communities would deprive them of support and feedback. NEP instead moves towards greater openness, so this option is incorrect.

Option B:
This option summarises the multi dimensional engagement NEP expects, including governance, co curricular activities and learning resources. It best reflects the policy’s participatory spirit and is correct.

Option C:
Giving communities full control over academic decisions without teacher input is not envisaged. Professional educators and community members are meant to collaborate rather than replace each other.

Option D:
Accepting only money while discouraging participation in decision making and learning activities contradicts the vision of schools as community hubs.

Statements A, B and D give a correct picture of outcome-based education. A is true because OBE begins with specifying what learners should know and be able to do. B is correct since assessments are designed to test achievement of these outcomes rather than isolated content. D is also true as programme and course outcomes form different levels within the same framework. Statement C is false because OBE emphasises not just recall but also skills, attitudes and higher-order abilities. Hence, the correct combination is A, B and D only.

Option A:
Option A is correct because it includes the three statements that reflect key ideas of OBE and excludes C, which narrows OBE to factual recall. It shows how outcomes and aligned assessments guide curriculum and evaluation.

Option B:
Option B is incorrect because it lists only A and B and omits D. Without acknowledging programme and course outcomes, the structural hierarchy of OBE is incomplete.

Option C:
Option C is incorrect because it pairs B and D but leaves out A, which explains the fundamental outcome focus that differentiates OBE from content-driven approaches.

Option D:
Option D is incorrect because it treats all four statements as correct and thereby accepts C. That would contradict the widely accepted understanding that OBE values competencies and attitudes in addition to knowledge.

NEP 2020 stresses that early learning should be joyful, engaging and rooted in play. It recommends using locally available toys, games and materials to teach concepts in language, numeracy and social skills. This approach respects children’s natural ways of learning.

Option A:
This option wrongly treats toys as distractions that must be removed, which conflicts with NEP’s insistence that play and manipulatives are central to early childhood learning.

Option B:
This option reflects the policy’s emphasis on play-based pedagogy in ECCE. It links toys with purposeful learning rather than mere entertainment, so it correctly represents NEP’s approach.

Option C:
The policy values local, low-cost materials, not only imported electronic toys, so this option does not match NEP.

Option D:
Using toys only as rewards reinforces rote learning and behaviourist control rather than transforming pedagogy into joyful exploration.

NAAC peer team visits are conducted by experts who are external to the institution being assessed. They validate self-study reports, interact with stakeholders and inspect facilities. Because the evaluation is carried out by an outside agency, it is a classic example of external quality assurance.

Option A:
Internal quality assurance would involve mechanisms like IQAC meetings and internal audits operated by the institution itself. That is not what the stem describes, so this option is incorrect.

Option B:
External quality assurance emphasises independent review and public accountability through formal procedures. NAAC peer visits exemplify this, which is why this option fits the stem.

Option C:
Accidental implies unplanned or random events, whereas accreditation visits are carefully scheduled and structured. Thus, this option cannot describe the process mentioned.

Option D:
Informal quality assurance would rely on casual feedback without documentation, which is very different from a formal peer team visit with reports and grades. Therefore, this option is not suitable.

NAAC’s peer team visits involve experts from outside the institution who validate the information provided in the self-study report and observe campus processes. This is a quintessential example of external quality assurance, where an outside body assesses quality. The stem clearly refers to these peer visits, so “external” quality assurance is the correct term. Hence, Option B is the right answer.

Option A:
Internal quality assurance would involve mechanisms initiated and controlled by the institution itself, such as IQAC meetings and internal reviews. Since the peer team is external to the institution, Option A does not fit the scenario.

Option B:
Option B is correct because NAAC peer team visits are conducted by external experts to validate institutional claims and assess quality.

Option C:
Accidental suggests something unplanned or random, which does not apply to structured accreditation visits scheduled and guided by formal procedures. Thus, Option C is inappropriate.

Option D:
Describing NAAC’s peer visits as “informal” ignores the structured methodology, documentation and rating scales they follow. These visits are formal, protocol-driven evaluations. Therefore, Option D is incorrect.

The Academic Council is usually recognised as the highest academic body in a university. It considers proposals on courses, syllabi, assessment schemes and academic regulations. The stem clearly refers to such an academic decision-making body, so “Academic” Council is the correct answer.

Option A:
A Finance Council or committee deals with budgeting, accounts and resource allocation rather than academic content. It does not frame syllabi or examination rules, so this option is not suitable.

Option B:
A Sports Council focuses on games, athletics and related activities. It has no authority over curriculum or examination results, making this option inappropriate.

Option C:
The Academic Council directly oversees the academic direction of the university and recommends key decisions on teaching and examination, matching the stem.

Option D:
A Student Council represents students’ interests and organises activities but is not entrusted with statutory powers over syllabi or examinations. Therefore, this option cannot complete the statement accurately.

Universities that operate both on-campus and distance or online programmes are commonly called dual mode institutions. The term highlights the coexistence of two different delivery modes within the same organisation. This model supports flexibility and wider outreach. Thus, “dual” correctly completes the statement.

Option A:
A single mode institution restricts itself to one delivery method, such as only campus-based or only distance education. This does not match the situation described in the stem.

Option B:
An exclusive mode institution is not a standard term in higher education and does not convey the idea of combining two modes. Therefore, this option is not appropriate.

Option C:
Offline-only indicates that no distance or online provision exists. This contradicts the mention of distance education in the stem, so this option is clearly incorrect.

Option D:
Dual mode captures the mix of face-to-face and distance programmes under one institutional umbrella, which is exactly what the question describes.

The policy notes that the affiliating college structure has created challenges in maintaining quality. It proposes that over a period of about 15 years, affiliation will be gradually phased out. Colleges will become autonomous degree-granting institutions or part of a university as a constituent college. This timeframe allows for orderly transition.

Option A:
Five years would be too short for such a large structural change and is not the time frame NEP mentions.

Option B:
Ten years is closer but still shorter than the “about 15 years” horizon often noted.

Option C:
About 15 years is the explicit transition window given for moving away from affiliation.

Option D:
Thirty years does not match the stated planning horizon and would delay reforms excessively.

NEP 2020 promotes the creation of large multidisciplinary institutions that house diverse fields of study. Such institutions allow students to combine disciplines and craft broad-based learning pathways. This structure supports holistic development and flexible curriculum choices. Hence, “multidisciplinary” is the correct term for the institution described.

Option A:
A mono-disciplinary institution limits itself to one broad field such as engineering or medicine. It does not provide the wide mix of sciences, social sciences, arts and professional programmes mentioned in the stem. Therefore, this option cannot describe the institution.

Option B:
A vocational-only institution focuses mainly on skill-based and job-oriented programmes in a narrow range of trades. It may not include full-fledged academic disciplines across humanities and sciences. Thus, it does not match the broad programme mix in the question.

Option C:
A multidisciplinary institution deliberately combines many disciplines under one roof. It supports double majors, minors and interdisciplinary work. This design is exactly what NEP 2020 envisions when it talks about such institutions.

Option D:
A residential-only institution is defined primarily by its hostel facility and the fact that students live on campus. It may still have a narrow academic profile. Since the stem is about academic breadth, this label is not appropriate.

NEP 2020 states that students completing a four-year UG degree with research can take a one-year Master’s for further specialisation. Their research experience at UG level justifies the shorter Master’s. This streamlines the pathway to Ph.D. or advanced employment.

Option A:
This option aligns with the new degree structure and recognises research-intensive UG study.

Option B:
A two-year diploma does not provide the same depth and is not the target group for a one-year Master’s.

Option C:
Without an undergraduate degree, a Master’s programme cannot be directly pursued.

Option D:
Completing only school education is insufficient preparation for Master’s level study.

NEP 2020 calls for a 360-degree holistic progress card that goes beyond marks. It should capture learning outcomes, skills, values, participation and well being. Inputs from teachers, peers and students themselves are included. Descriptive feedback guides improvement instead of just ranking.

Option A:
Focusing solely on marks and ranks is seen as narrow and damaging. NEP proposes a broader view of learning, so this option does not represent its direction.

Option B:
This option explains that report cards become comprehensive profiles of learner growth. It aligns with NEP’s holistic and formative assessment philosophy and is therefore correct.

Option C:
Listing only sports scores ignores academic, artistic and socio emotional dimensions. The policy wants all these areas reflected, so this option is incomplete.

Option D:
Keeping report cards secret from students would prevent them from understanding and owning their learning. NEP emphasises transparency and student involvement, so this is not acceptable.