UGC NET Questions (Paper – 1)

Stratification denotes the creation of hierarchical layers in which some institutions enjoy much greater prestige and resources than others. The stem notes that rankings concentrate prestige and funding at the top, which is a classic example of stratification, so “stratification” is the correct completion.

Option A:
Option A is incorrect because egalitarianism implies greater equality, the opposite of the unequal concentration described.

Option B:
Option B is correct as it captures the structured inequality that critics say rankings intensify by repeatedly rewarding already advantaged institutions.

Option C:
Option C is wrong since randomness would mean there is no stable pattern, whereas rankings explicitly order institutions in a hierarchy.

Option D:
Option D is incorrect as uniformity suggests that institutions become similar, not that a few accumulate disproportionate advantage.

In the Mode 1–Mode 2 framework, Mode 1 denotes conventional disciplinary research carried out largely in universities and driven by academic curiosity. The stem clearly describes this traditional pattern, so the correct number to complete the term is “1.”

Option A:
Option A is incorrect because “Mode 0” is not part of this established classification in the literature.

Option B:
Option B is correct as Mode 1 is the recognised label for university-based, discipline-bound knowledge production governed by academic norms.

Option C:
Option C is wrong since Mode 2 refers to transdisciplinary, application-oriented research conducted in heterogeneous contexts, not to the traditional university model in the stem.

Option D:
Option D is incorrect because “4” likewise has no recognised meaning in this particular framework of knowledge modes.

Statements A, B and D correctly describe the nature of central, state and open universities. Central universities are created by Acts of Parliament, state universities by Acts of State Legislatures, and open universities typically operate predominantly through distance or open learning modes. Statement C is wrong because deemed-to-be university status is declared by the Central Government on the advice or recommendation of the UGC, not by the UGC alone. Therefore, the correct combination must include A, B and D but exclude C.

Option A:
Option A is incorrect because it recognises A and B as correct but leaves out D, which is also correct about open universities offering programmes mainly through distance mode. By omitting D, it fails to capture all the true statements.

Option B:
Option B is correct because it includes exactly the three true statements A, B and D and excludes the false statement C. It reflects the statutory processes of establishing central and state universities and the characteristic distance mode of open universities. This combination fully matches the set of correct statements.

Option C:
Option C is incorrect because it includes statement C, which wrongly attributes the power to declare a deemed-to-be university solely to the UGC. Even though B and D are true, the inclusion of C makes the entire combination invalid.

Option D:
Option D is incorrect because it treats all four statements as correct. Since statement C misrepresents the legal process for declaring deemed-to-be universities, including it among the correct statements contradicts the regulatory framework.

A curriculum that offers a major along with minors and diverse electives across disciplines embodies the philosophy of liberal education, which values breadth, flexibility and intellectual exploration. It aims at holistic development and critical thinking rather than narrow specialisation, so “liberal” is the correct descriptor.

Option A:
Option A is correct because liberal education explicitly encourages students to engage with multiple fields, integrate knowledge and design flexible study pathways, exactly as described in the stem.

Option B:
Option B is incorrect since “remedial” education focuses on removing basic learning deficits and is not defined by a broad elective-based curriculum.

Option C:
Option C is wrong because “vocational” education emphasises specific job skills and a focused, occupation-centred syllabus, not wide disciplinary choice across humanities, sciences and social sciences.

Option D:
Option D is incorrect as “purely rote” learning is based on memorisation and repetition, which is the opposite of the critical, reflective and multi-disciplinary engagement promoted by liberal education.

Curriculum decolonisation involves challenging colonial-era biases in knowledge systems and incorporating perspectives, texts and methodologies from indigenous and marginalised communities. The stem describes re-examining Eurocentric syllabi and including indigenous knowledge, which is at the heart of decolonisation debates. Therefore, “decolonisation” correctly fills the blank, making Option B the appropriate answer.

Option A:
Depoliticisation would mean removing political content or analysis, whereas decolonisation debates are explicitly critical and political in nature. Therefore, Option A is incorrect.

Option B:
Option B is correct because the described rebalancing of knowledge systems and inclusion of indigenous perspectives is precisely what “curriculum decolonisation” refers to.

Option C:
Militarisation refers to increased influence of military values/structures and is unrelated to syllabus content debates about colonial legacies. Hence, Option C is incorrect.

Option D:
Mechanisation concerns technology and machines and does not address whose knowledge is valued or how colonial power shaped curricula. The stem is about epistemic justice and representation, not automation. Therefore, Option D is incorrect.

NPST is intended to state clearly what teachers should know and be able to do at different career stages and to link these expectations with recruitment, appraisal, promotion and professional development.

Option A:
Option A is incorrect because NEP 2020 specifically proposes that NPST should inform recruitment and promotion; ignoring them would defeat their purpose.

Option B:
Option B is correct as it shows NPST shaping competency expectations across career stages and guiding hiring, appraisal and continuous professional development.

Option C:
Option C is wrong because NPST focuses on professional competencies and practice, not on superficial matters like prescribing dress codes.

Option D:
Option D is incorrect since students’ exam marks are determined by assessment processes and criteria, not by professional standards documents.

NEP 2020 envisions teaching as a true profession with a clear career structure. Movement across stages is linked to NPST, appraisals and CPD records. This encourages continuous improvement and recognises high performance and leadership capacities.

Option A:
This option aligns with the idea of merit- and competency-based progression.

Option B:
Solely age-based seniority ignores quality and effort and is discouraged.

Option C:
Refusing promotions entirely would demotivate teachers and is not suggested.

Option D:
Using only exam ranks as criteria narrows focus and distorts teaching priorities.

The question asks for the wrong statements about CBCS and the Academic Bank of Credits. Statement A is correct because CBCS is designed to provide flexibility by allowing students to choose from a basket of courses. Statements B, C and D are wrong since CBCS does not require identical course sets for all students, the Academic Bank of Credits aims to facilitate rather than restrict mobility, and recognised credits can in principle be counted by other institutions subject to guidelines. Therefore, the set of wrong statements is B, C and D.

Option A:
Option A is incorrect because it treats A, B and C as wrong. Statement A is in fact a defining feature of CBCS, emphasising flexibility and choice for learners. Including A among the wrong statements misrepresents the nature of CBCS.

Option B:
Option B is correct because it groups together B, C and D, which all conflict with the flexibility and mobility objectives of CBCS and the Academic Bank of Credits. It rightly recognises that uniform compulsory courses, restriction of mobility and prohibition of credit recognition contradict the reforms’ intent. By excluding A, it leaves intact the correct description of CBCS.

Option C:
Option C is incorrect because it identifies B and D only as wrong statements and omits C. The idea that the Academic Bank of Credits is meant to restrict mobility is clearly incorrect, so leaving out C fails to capture all the wrong statements.

Option D:
Option D is incorrect because it takes C and D alone as wrong and does not include B. Statement B wrongly denies the elective flexibility that is central to CBCS. Hence this option underestimates the number of incorrect statements in the question.

The holistic, 360-degree progress card proposed by NEP 2020 is meant to reflect multiple perspectives. It therefore includes inputs from teachers, the student’s own self-assessment, peer feedback and, where appropriate, parents, making assessment more comprehensive and growth-oriented.

Option A:
Relying only on external examiners gives a very limited and occasional snapshot and does not match the continuous, multi-source assessment model described in NEP.

Option B:
This option is correct because it lists the key stakeholders—teachers, learners, peers and sometimes parents—who together contribute to the new holistic progress card.

Option C:
Making only principals responsible for all student-level assessment is neither practical nor aligned with the classroom-based assessment emphasis of the policy.

Option D:
District-level inspectors focus on system monitoring and do not provide the regular, close-range feedback envisioned for individual students’ progress cards.

Statements A, B, D and E together describe a supportive environment for international students. A is true because dedicated offices often manage admission, visa and orientation support. B is true as language and academic bridging help students adapt. D is true since policies addressing safety and discrimination are crucial for inclusion. E is true because international alumni act as ambassadors and help build networks. C is false because institutions are expected to brief students about local laws and culture, and F is false because segregation undermines integration and learning.

Option A:
Option A is incorrect because it omits E and thus does not capture the long-term reputational benefits of engaging international alumni.

Option B:
Option B is incorrect because it leaves out A, which describes the basic institutional arrangements needed to support international students from the outset.

Option C:
Option C is incorrect because it includes only A, D and E and excludes B, thereby ignoring the importance of language and academic bridging for many international learners.

Option D:
Option D is correct because it includes all four true statements about administrative support, bridging, safety and alumni networks, while excluding C and F, which deny institutional responsibility and promote segregation.

Social justice in higher education involves ensuring fair opportunities for historically disadvantaged groups to access and succeed in academic programmes. Reservation policies, scholarships and fee waivers are tools to correct systemic inequalities and barriers. The stem mentions reservation and financial support for marginalised groups, which are classic measures to advance social justice. Therefore, Option B accurately completes the sentence.

Option A:
Social justice frameworks recognise that formal equality may not be enough when groups start from unequal positions. They call for affirmative measures to create more substantive equality of opportunity, which is exactly what the policies described in the question seek to do.

Option B:
Market efficiency focuses on resource allocation based on supply, demand and price signals without necessarily addressing historical exclusion. It may even worsen inequalities if left unchecked, so this option does not match the ethical goal in the stem.

Option C:
Military security concerns defence and protection of national borders and is unrelated to admission and support policies in higher education. Hence, this option is not appropriate here.

Option D:
Automation refers to the use of technology to perform tasks with minimal human intervention. While it can change labour market demands, it is not directly related to reservation or equity measures in higher education.

Statements A, B and D correctly describe the role of MIS in governance. A is true because MIS tools integrate data to inform decisions about programmes and resources. B is correct since enrolment, performance and financial data allow management to monitor trends and effectiveness. D is also true as reports from MIS help leaders assess progress on strategic plans and quality benchmarks. Statement C is false because data privacy and security are critical when handling personal and institutional information on digital platforms. Thus, A, B and D only are correct.

Option A:
Option A is incorrect because it lists only A and B and omits D, which highlights how MIS outputs are used to follow strategic and quality-related goals. Without D, the link between data and strategic leadership is weakened.

Option B:
Option B is incorrect because it selects B and D only and leaves out A, which sets out the overarching idea of evidence-based decision-making supported by MIS. Excluding A makes the picture less coherent.

Option C:
Option C is correct because it combines all the true statements about MIS roles while rejecting C, which wrongly dismisses privacy and security concerns. It reflects both the utility and the responsibilities associated with digital data systems.

Option D:
Option D is incorrect because it treats every statement as correct, thereby accepting C, which contradicts basic principles of responsible data management.

NEP 2020 encourages schools to offer classical Indian languages and foreign languages as elective subjects so that students can broaden cultural understanding and develop global competencies.

Option A:
Limiting study to English alone goes against the policy’s support for a wide range of languages.

Option B:
This option reflects the NEP view that additional languages, both Indian and foreign, should be available as enriching electives.

Option C:
Making classical languages compulsory for all removes the element of student choice that the policy emphasises.

Option D:
Banning foreign languages would restrict students’ global readiness and conflicts with NEP’s international outlook.

Statements A, B, D and F give a coherent picture of ESG in higher education. A is true because ESG frameworks broaden the lens beyond financial aspects. B is true as embedding ESG can improve sustainability and trust. D is true since diversity and community work fall under social dimensions. F is true because many HEIs map ESG reporting to SDG commitments. C and E are false because universities and colleges can meaningfully adopt ESG reporting and governance clearly includes transparency and accountability.

Option A:
Option A is incorrect because it omits F and thus misses the specific linkage between ESG reporting and SDG-oriented initiatives in institutions.

Option B:
Option B is correct as it joins A, B, D and F, the four true statements on environmental, social, governance and SDG alignment, while excluding C and E, which wrongly limit ESG to corporates or deny governance issues.

Option C:
Option C is incorrect because it includes E, which claims governance aspects ignore transparency and accountability, and omits A, so it does not indicate the broad scope of ESG.

Option D:
Option D is incorrect because it includes C, which excludes HEIs from ESG relevance, and therefore conflicts with growing adoption of ESG principles in education.

NHERC is conceived as the regulatory vertical of HECI. It will set and enforce basic norms for all HEIs, ensuring transparency and minimum quality standards. It does not handle funding or accreditation; those are separate verticals. This structure reduces duplication of regulatory roles.

Option A:
Conducting exams is a function of universities and boards, not NHERC.

Option B:
This option correctly captures NHERC’s role as a “light but tight” regulator overseeing institutional compliance.

Option C:
Accreditation is assigned to NAC, not NHERC, in the NEP framework.

Option D:
Research grants are managed through HEGC and NRF, not directly by NHERC.