UGC NET Questions (Paper – 1)

NEP 2020 recognises DIKSHA as core digital infrastructure for education, hosting curriculum-linked e-content for students and professional development modules for teachers in multiple languages and formats.

Option A:
This option is correct because it matches the described role of DIKSHA as a national educational content and training platform.

Option B:
Using DIKSHA only for informal social media interaction would ignore its instructional purpose and design.

Option C:
Financial monitoring is handled by other systems; DIKSHA is focused on teaching–learning materials and training.

Option D:
Reserving it solely for foreign universities contradicts its role as a national platform serving Indian learners and teachers.

Statements A, B and D correctly explain the purpose of grievance redress mechanisms. Statement A is true because grievance cells are designed to receive and process student complaints. Statement B is correct as many institutions appoint ombudspersons or committees for systematic handling of grievances. Statement D is also true since accessible and timely redress helps build confidence in institutional processes. Statement C is false because internal grievance mechanisms are meant to provide a first level of resolution before any legal recourse is considered. Hence, A, B and D together form the correct set.

Option A:
Option A is incorrect because, although A and B are true, this combination omits D, which highlights the important outcome of promoting fairness and trust through grievance redress. Without D, the broader significance of such mechanisms is not captured.

Option B:
Option B is incorrect because it recognises A and D but excludes B, thereby leaving out the structural aspect of having specific committees or ombudspersons to deal with grievances.

Option C:
Option C is incorrect because it pairs B and D and omits A, failing to mention that a formal grievance cell is itself a key mechanism for student complaints.

Option D:
Option D is correct because it includes all three accurate statements about channels, structures and trust-building, while rejecting C, which wrongly discourages use of institutional mechanisms.

The policy stresses formative assessments that inform instruction. Teachers use quizzes, observations and tasks to understand where students are struggling and change strategies accordingly. Students receive descriptive feedback to help them improve.

Option A:
This option reflects the shift from purely summative evaluation to continuous, diagnostic assessment.

Option B:
Ranking alone does not help learners or teachers know how to progress.

Option C:
Hiding assessment results from students prevents self-regulation and is discouraged.

Option D:
Only end-of-school exams cannot support ongoing improvement.

Statements A and B correctly describe the purpose of IQAC in higher education institutions. IQAC coordinates internal quality-related activities and works to nurture a culture of continuous improvement and adoption of good practices. Statement C is false because documentation and systematic reporting are central tasks of IQAC. Statement D is also false since IQAC typically compiles and organises quality-related data for accreditation and assessment agencies. Thus, the correct set of statements is A and B only.

Option A:
Option A is incomplete because it recognises IQAC’s coordinating role but ignores its responsibility for promoting a sustained quality culture as highlighted in B. Without B, the developmental aspect of IQAC’s mandate is not fully captured.

Option B:
Option B is correct as it brings together both the structural role in coordination and the developmental role in fostering best practices. It also avoids C and D, which wrongly deny the need for documentation and the link with accreditation processes.

Option C:
Option C is incorrect because it treats B and C as correct, thereby accepting C’s claim that documentation is unnecessary. This conflicts with the requirement that IQAC should maintain records and evidence of quality initiatives for internal review and external assessment.

Option D:
Option D is incorrect because it treats all four statements as correct, which would accept the false idea that IQAC has no documentation role and no connection with accreditation, directly contradicting institutional quality guidelines.

NEP 2020 envisions UG education where students can choose courses across disciplines. An engineering student might study music or philosophy, and a humanities student may take data science. This breadth, combined with depth in a major, is meant to develop well-rounded graduates.

Option A:
Studying only one subject without breadth goes against NEP’s liberal education model.

Option B:
This option reflects the core idea of multidisciplinary education as implemented in the policy.

Option C:
Removing all core subjects is not proposed; foundational knowledge remains important.

Option D:
Limiting students to topics chosen only by departments without flexibility contradicts the flexibility principle embedded in NEP.

NEP 2020 favours reduced academic pressure in the foundational and preparatory stages. It supports home activities like reading with family members, simple games and discussions instead of heavy written tasks. This approach respects developmental needs and keeps young children interested in learning.

Option A:
The policy discourages heavy formal homework in early grades because it can cause stress and does not align with play based pedagogy. Thus this option misrepresents NEP.

Option B:
This option aligns well with the focus on age appropriate, joyful learning and the role of family in supporting it. It balances school work with home based reinforcement without overloading children, so it is correct.

Option C:
Completely avoiding learning related interactions with parents wastes opportunities for support and is not suggested in NEP 2020.

Option D:
Rote copying from textbooks conflicts with the emphasis on understanding and meaningful engagement. NEP does not recommend such homework as the main strategy.

Education is listed in the Concurrent List of the Constitution, meaning both Centre and States share responsibility. NEP 2020 therefore stresses cooperative federalism for implementation of its recommendations.

Option A:
Claiming that only the Union government is responsible ignores the constitutional distribution of powers and the practical role of State education departments.

Option B:
This option correctly identifies the shared nature of educational governance in India and the need for Centre–State coordination to implement NEP 2020.

Option C:
Municipal bodies run some schools but work under State frameworks; they cannot alone implement a national policy.

Option D:
International organisations may support projects but have no formal authority over India’s education system.

Statements A, B, C, E and F together outline responsible research metric use. A is true because such metrics are widely used, though with caution. B is true as overemphasis on one metric can distort publishing behaviour. C is true since good practice combines quantitative indicators with peer judgement. E is true because many institutions now frame policies on responsible metrics. F is true as declarations like DORA warn against using journal metrics as proxies for individual quality. D is false because no single metric can capture research quality across diverse fields.

Option A:
Option A is incorrect because it omits E and F, so it does not mention institutional policies or international declarations that guide responsible metric use.

Option B:
Option B is incorrect because it omits F and therefore leaves out the explicit caution from initiatives like DORA about misuse of journal-based indicators.

Option C:
Option C is correct as it includes A, B, C, E and F, the five true statements on current practice, risks, combined assessment, policy development and international guidance, while excluding D, which claims one metric is always enough.

Option D:
Option D is incorrect because it omits A and includes only B, C, E and F, so it fails to state explicitly that citation and impact metrics exist and are the subject of these responsible-use discussions.

MOOCs attract large numbers of participants from around the world, offering broad access to courses. However, many learners drop out before finishing, resulting in relatively low completion rates. The stem contrasts the advantage of access with a major challenge, which is low completion rates, so “completion” is the appropriate word to fill the blank. Thus, Option A is correct.

Option A:
Low completion raises questions about learner motivation, course design and support services in massive online environments. It is widely discussed in higher education literature on MOOCs and fits the issue highlighted in the question.

Option B:
Admission rates refer to the proportion admitted from among applicants, which is not the central concern in open-access MOOCs that often have no formal admission process. Hence, Option B is inappropriate.

Option C:
Entry refers simply to joining or enrolling, which is abundant in MOOCs rather than problematic. Therefore, Option C does not match the challenge being described.

Option D:
Announcement relates to publicity and information sharing, not to the rates at which learners finish courses, making Option D incorrect.

The policy sets 2030 as the deadline for universal access to quality ECCE for all children aged 3–6. This aligns ECCE targets with the broader goal of universal school education. By 2030, every child in this age group is expected to have access to appropriate early childhood programmes. This is crucial for building strong foundations for later learning.

Option A:
Option A mentions 2022, which is much earlier than the planned horizon and not what NEP specifies for complete ECCE coverage.

Option B:
2030 is the year explicitly aligned with universalisation of ECCE in the policy, matching other key school education targets.

Option C:
2040 is too late and relates more to long-term higher education restructuring than to ECCE.

Option D:
2025 is an intermediate milestone but not the final target year for universal ECCE in NEP 2020.

NEP 2020 emphasises environmental education as essential for responsible citizenship. It recommends project work, school gardens, waste management activities and local ecosystem studies to make environmental learning practical and meaningful.

Option A:
This option matches the applied, locally grounded vision of environmental education described in the policy.

Option B:
Purely abstract theories may not change behaviour and are not sufficient.

Option C:
Excluding environment would ignore a critical global and national priority.

Option D:
Memorisation alone does not promote sustainable habits.

Statements A, B, C, D and F together capture a balanced view of GER expansion. A is correct because national policies link GER targets with quality and equity, not numbers alone. B is correct since physical and human resources are essential for sustainable expansion. C is correct as uncontrolled growth without accreditation and regulation can erode public trust. D is correct as it states the standard definition of GER, and F is correct because diversified delivery modes help reach new groups. E is incorrect because the intention is to increase participation of disadvantaged groups, not reduce it.

Option A:
Option A is correct because it includes all the true statements about GER policy—quality and equity focus, resource needs, risks of unregulated growth, the definition of GER and the role of multi-mode delivery—while excluding E, which wrongly assumes that disadvantaged groups must lose out.

Option B:
Option B is incorrect because it adds E to an otherwise correct set, thereby accepting the false claim that expansion must reduce disadvantaged participation, which contradicts the idea of inclusive growth.

Option C:
Option C is incorrect because it omits B and therefore ignores the crucial requirement of infrastructure and faculty planning for GER expansion, even though it includes other true statements.

Option D:
Option D is incorrect because it includes E, which reverses the intent of equity-focused expansion, and omits A and F, thus failing to highlight policy emphasis on quality and the role of multiple delivery modes.

An Institutional Development Plan is a strategic document that lays out the university’s long-term goals and priorities. It includes milestones, timelines and estimates of resources required. Funding schemes such as RUSA often demand such a plan to align grants with clear objectives. Hence, the missing word is “Development.”

Option A:
Dining plans relate to food services or hostel mess arrangements and do not encompass academic and infrastructural strategy. Therefore, this option is not appropriate.

Option B:
Development emphasises growth and improvement in teaching, research and infrastructure. This aligns perfectly with the idea of a strategic institutional plan described in the stem.

Option C:
Parking plans concern vehicle management and campus traffic and are operational, not strategic at the institutional level. Thus, this option is not suitable.

Option D:
Festival plans are short-term event plans and cannot substitute for a comprehensive multi-year development strategy, so this option is incorrect.

In the typical governance structure of Indian universities, the Academic Council is recognised as the principal academic body. It approves syllabi, examination schemes and other academic regulations, so the missing word in the stem must be “Academic.”

Option A:
Option A is correct because “Academic Council” is the standard statutory name used in university Acts and ordinances for the body that takes decisions on teaching and examination matters.

Option B:
Option B is incorrect since a Finance Council or committee focuses on budgeting and resource allocation rather than academic policy.

Option C:
Option C is wrong because a Sports Council deals with games and physical education activities, not with syllabi or exam regulations for all programmes.

Option D:
Option D is incorrect as a Works Council or works committee would look after construction or maintenance issues and is unrelated to the academic functions mentioned in the stem.

Statements A, B and D correctly explain the role of library and learning resources. Statement A is true because libraries are central to academic work by providing diverse scholarly materials. Statement B is correct as digital resources and remote access facilities allow users to consult materials from outside the campus. Statement D is also true since collection development and user orientation are key elements of good library management. Statement C is false because students are primary users of academic libraries along with faculty and researchers. Therefore, A, B and D together form the correct combination.

Option A:
Option A is incorrect because it includes only A and B and omits D, overlooking the importance of proactive management and user services in maintaining the effectiveness of libraries.

Option B:
Option B is incorrect because it pairs A with D but leaves out B, thereby failing to mention the transformative role of digital access in modern library services.

Option C:
Option C is incorrect because it combines B and D and excludes A, not explicitly acknowledging that the basic purpose of a university library is to support teaching and research through resource provision.

Option D:
Option D is correct because it groups all three true statements and excludes C, which wrongly restricts services to faculty and ignores students as key beneficiaries.