UGC NET Questions (Paper – 1)

Value education focuses on developing moral, ethical and social values among learners alongside cognitive knowledge. It stresses attitudes such as honesty, empathy, tolerance and responsibility toward society and the environment. The stem mentions ethical reflection, social responsibility and respect for diversity, which are central concerns of value education. Thus, “value” education is the appropriate term to complete the statement.

Option A:
Remedial education is aimed at helping students overcome learning deficits in specific subjects or skills. It deals more with academic gaps than with ethical and value-based formation, so it does not fit the description in the question.

Option B:
Value education helps learners internalise principles that guide behaviour in professional and personal life, making higher education more socially responsive. It often uses case studies, community engagement and reflective activities to develop such values. These elements align directly with the focus described in the stem, confirming this option as correct.

Option C:
Physical education concentrates on fitness, sports and health-related activities. While it can promote teamwork and discipline, its main aim is not structured ethical and social value development as described.

Option D:
Purely technical education emphasises technical skills and domain-specific knowledge, often with less explicit focus on broader ethical concerns. It does not directly capture the integration of values into curricula highlighted in the question.

NEP 2020 highlights that inclusive higher education requires mentoring, remedial academic support, adequate hostels and targeted scholarships, especially for disadvantaged and first-generation learners, to reduce dropout and ensure success.

Option A:
Refusing mentoring or counselling would leave many students—particularly those from non-traditional backgrounds—without guidance.

Option B:
This option is correct because it brings together the financial, academic and psychosocial support measures that the policy recommends.

Option C:
Denying hostel facilities to rural and female students would increase inequity, whereas NEP calls for expanding such facilities.

Option D:
Charging extra fees from socio-economically disadvantaged groups contradicts the idea of targeted financial support.

The Academic Council is generally recognised as the supreme academic body of a university. It is responsible for matters such as framing curricula, approving syllabi, prescribing examination rules and ensuring academic standards. The stem refers exactly to the body that handles courses of study, examinations and evaluation standards. Therefore, the Academic Council is the most appropriate answer.

Option A:
The Senate, in some universities, acts as a larger body with broad oversight but may not be the primary forum for detailed regulation of courses and examinations. Its functions often include ratifying decisions but not necessarily framing all academic regulations. Hence, it does not precisely match the role described in the question.

Option B:
The Executive Council (or Syndicate) is mainly concerned with administrative, executive and financial matters in university governance. Although it may approve some policies, its core focus is not the detailed academic regulation mentioned in the stem. Therefore, this option is less appropriate than the Academic Council.

Option C:
The Finance Committee addresses budgeting, expenditure, and financial planning of the university. It does not handle academic decisions regarding curricula or examinations. Because the question is clearly about an academic body, this option cannot be correct.

Option D:
The Academic Council brings together deans, heads of departments and senior academics to deliberate on academic issues. Its collective expertise ensures the quality and relevance of programmes and assessments, which aligns perfectly with the responsibilities highlighted in the stem.

Statements A, B, D and E correctly describe RUSA. A is true because RUSA is a centrally sponsored scheme focused on strengthening state institutions. B is true as RUSA supports infrastructure, faculty development and innovation projects. D is true since performance indicators and monitoring are built into the funding design. E is true because State Higher Education Plans provide the strategic framework for resource allocation. C is false because grants are not decided solely by individual colleges, and F is false because states are normally required to provide a matching share.

Option A:
Option A is incorrect because it omits E and thus fails to mention the central role of State Higher Education Plans in accessing RUSA funds.

Option B:
Option B is correct as it includes A, B, D and E, the four accurate statements about the nature, uses and planning requirements of RUSA funds, while excluding C and F, which misrepresent planning and cost-sharing.

Option C:
Option C is incorrect because it includes F, which wrongly states that states need not contribute financially, and it omits A, ignoring the centrally sponsored nature of RUSA.

Option D:
Option D is incorrect because it includes C, which incorrectly suggests that colleges act without state-level planning, and therefore contradicts RUSA’s coordinated planning approach.

NEP 2020 specifically notes that NRF will not privilege one discipline over another. It will support research in sciences, social sciences, arts and humanities alike, as long as proposals are of high quality and address important questions. This encourages a balanced knowledge ecosystem.

Option A:
Excluding social sciences would contradict NEP’s recognition of their importance for policy and society, so this option is incorrect.

Option B:
This option correctly reflects the inclusive disciplinary scope of NRF funding described in the policy. It emphasises equal respect for all fields and is therefore correct.

Option C:
Restricting NRF to applied engineering alone ignores the multi disciplinary nature of the foundation as described in the document.

Option D:
Funding only research outside India does not match NRF’s purpose of building Indian institutional capacity; thus this option is wrong.

NEP 2020 explicitly calls for the development of new National Curriculum Frameworks for school education, teacher education, adult education and early childhood care and education. This ensures that curriculum and pedagogy at all these levels are aligned with the new policy vision.

Option A:
Limiting NCFs only to higher education would neglect the school, teacher and adult education sectors that the policy is trying to reform through new curriculum frameworks.

Option B:
This option is correct because it lists exactly the four areas mentioned in NEP 2020 for which new NCFs are to be prepared.

Option C:
Focusing only on professional courses like law and medicine ignores the broader system-wide curricular reforms that NEP envisages.

Option D:
Restricting NCFs to sports training alone is far too narrow and not aligned with the text of the policy.

Statements A and C together capture the essence of CBCS. Statement A is true because CBCS structures programmes into core, elective and sometimes skill-based components to offer choices. Statement C is also true since the framework centres on clearly defined outcomes, credits and flexible pathways. Statement B is false because credit transfer between institutions is possible where regulations or agreements permit. Statement D is false because the whole point of CBCS is to introduce choice, not remove it. Therefore, the correct combination is A and C only.

Option A:
Option A is incomplete because it describes the structure of courses but omits the emphasis on outcomes and credit accumulation that is highlighted in C. Without C, the underlying philosophy of CBCS is not fully expressed.

Option B:
Option B is incorrect because it selects only C and leaves out A, failing to mention the specific categorisation of courses that gives CBCS its practical shape in curricula.

Option C:
Option C is correct because it combines both structural and philosophical elements of CBCS and excludes B and D, which deny credit transfer and choice, respectively.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby approving B and D, which contradict critical features of CBCS related to flexibility and mobility.

Under NEP 2020, a student who successfully completes two years of a four-year UG programme can receive a diploma in the relevant field. This provides a formal academic credential at the two-year mark while still allowing the learner to continue later towards the full degree.

Option A:
A postdoctoral fellowship is undertaken after completing a Ph.D., which is far beyond the level of a two-year undergraduate exit.

Option B:
This option is correct because NEP 2020 explicitly associates the two-year UG exit with the award of a diploma in the chosen field.

Option C:
A Master’s degree is a postgraduate qualification that normally follows completion of an entire bachelor’s degree, not just two years of UG study.

Option D:
A National Award for Teaching is an honour or recognition, not a standard academic qualification tied to completing two years of a UG programme.

NEP 2020 envisages cluster/block resource centres as local academic support hubs. They organise CPD, provide teaching-learning materials and help monitor academic quality. They are closer to schools than state-level agencies and can address local needs.

Option A:
This option accurately describes their supportive rather than punitive role.

Option B:
Physical punishment is discouraged; resource centres do not promote it.

Option C:
Construction is overseen by separate technical agencies, not academic centres.

Option D:
Payroll functions are administrative and handled elsewhere.

NEP 2020 states that multidisciplinary universities and colleges, with flexible combinations of subjects, should increasingly become the norm in higher education instead of segmented, single-discipline institutions.

Option A:
Option A is incorrect because NEP criticises narrow single-discipline institutions and rigid subject walls as features of the old system.

Option B:
Option B is correct as it describes the vision of large multidisciplinary HEIs where students can combine arts, sciences, social sciences and vocational areas.

Option C:
Option C is wrong since the policy does not say that only distance-education institutions should dominate; it emphasises diverse, high-quality physical and blended campuses.

Option D:
Option D is incorrect because NEP wants vocational and general education to be integrated within multidisciplinary institutions, not to have only vocational trades with no broader learning.

The policy talks about removing rigid boundaries between curricular, co-curricular and extra-curricular areas, between arts, sciences and commerce, and between vocational and academic education. This is meant to promote holistic and flexible learning paths. So the phrase “no hard separations” refers to broad integration of streams and activities.

Option A:
Science and mathematics are both academic subjects and not the main focus of this phrase.

Option B:
This option correctly captures the multiple boundaries that NEP wants to soften to support multidisciplinary education.

Option C:
Formal education and assessment must be aligned but are not the explicit pair in this phrase.

Option D:
Linking schools and prisons is not at all part of NEP’s conceptual language.

NEP 2020 encourages schools and school complexes to conduct self-audits and self-evaluations and to use the findings to revise their Institutional Development Plans, thereby fostering internal accountability and continuous improvement.

Option A:
Solely relying on external inspections can foster a compliance mindset rather than genuine self-improvement.

Option B:
This option captures NEP’s emphasis on participatory, school-led reflection and planning as a complement to external monitoring.

Option C:
Having no review at all would allow problems to persist unnoticed and conflicts with the policy’s push for quality.

Option D:
Focusing audits only on canteen menus ignores the core teaching–learning processes and broader school functioning.

Statements A, B and D correctly describe aspects of international student engagement. A is true because international students bring diverse perspectives that enrich classroom and campus life. B is correct as institutions must guide them on academic expectations and cultural norms. D is also true since language assistance and orientation programmes are common support measures. Statement C is false because there are regulatory requirements and guidelines for admitting foreign students into programmes. Therefore, A, B and D only form the correct combination.

Option A:
Option A is incorrect because it includes only A and B and leaves out D, which captures concrete support services such as language help and orientation. Excluding D overlooks an important part of institutional responsibility.

Option B:
Option B is incorrect because it combines B and D but omits A. Without acknowledging the diversity and intercultural learning benefits described in A, the picture of internationalisation remains incomplete.

Option C:
Option C is correct because it combines the three true statements and excludes C, which falsely denies regulatory oversight. This combination reflects both the benefits and obligations associated with hosting international students.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby accepting C’s claim that no permissions are needed. That contradicts immigration and education regulations governing foreign students.

Statements A and C correctly describe the nature of academic leadership. Statement A is true because heads of departments and similar leaders coordinate academic and administrative work within their units. Statement C is also true since effective leaders foster a culture of innovation, openness and collaboration. Statement B is false because, although seniority may be a factor, leadership positions are often guided by merit and suitability. Statement D is false because participatory decision-making that involves faculty and sometimes students is central to good governance. Thus, A and C only form the correct combination.

Option A:
Option A is incomplete because it highlights coordination functions but omits the essential developmental role of leaders in promoting innovation and collaboration as described in C.

Option B:
Option B is incorrect because it selects only C and overlooks A, thereby failing to acknowledge the coordinating functions that define formal academic leadership positions.

Option C:
Option C is correct because it combines A’s structural description with C’s emphasis on enabling environments, while rejecting B and D, which rest on narrow and authoritarian assumptions.

Option D:
Option D is incorrect because it includes D, which discourages consultation, and omits C’s constructive view of leadership, leading to an inaccurate portrayal of academic governance.

Statements A, B and D accurately reflect anti-ragging measures. A is true because ragging is banned and punishable under law and institutional codes. B is true as institutions establish committees and squads to monitor hostels and campuses. D is also true since anonymous or confidential reporting channels are often created to protect complainants. Statement C is false because institutions explicitly reject ragging as a permissible part of campus culture. Thus, A, B and D only are correct.

Option A:
Option A is incorrect because it includes A and B but omits D, failing to acknowledge the importance of safe reporting mechanisms that allow victims or witnesses to raise complaints without fear.

Option B:
Option B is correct because it brings together the three measures—legal prohibition, institutional committees and complaint channels—while excluding C, which normalises ragging contrary to law and policy.

Option C:
Option C is incorrect because, while B and D are true, it omits A and thus does not mention that ragging itself is formally prohibited, which is central to the anti-ragging framework.

Option D:
Option D is incorrect because it groups A with C and D, thereby accepting C’s idea of “mild ragging” as culture, which directly conflicts with the zero-tolerance stance of regulations.