UGC NET Questions (Paper – 1)

Student feedback refers to systematic collection of learners’ views about different aspects of their courses and teachers. Questionnaires or online forms are commonly used to understand how students perceive content difficulty, teaching methods and assessment fairness. The stem describes such structured questionnaires, which are classic tools of student feedback. Therefore, Option B is the correct answer.

Option A:
Student feedback is a key component of quality assurance, helping teachers and institutions identify strengths and areas for improvement. When used thoughtfully, it can guide pedagogical changes and enhance student learning experiences. These roles align perfectly with the concept described in the question.

Option B:
Discipline relates to enforcing rules and managing behaviour and is not about gathering perceptions on teaching and courses. Questionnaires on teaching quality are not instruments of discipline, so this option is incorrect.

Option C:
Punishment refers to sanctions for misconduct, which is unrelated to the collection of opinions on teaching and learning processes. Thus, this option does not fit the context of the question.

Option D:
Certification is the formal recognition of learning achievement, usually through degrees or certificates. It does not involve eliciting students’ views on teaching, so this option is not appropriate here.

NEP 2020 acknowledges that many children are out of school for various reasons and proposes expanding open schooling options through NIOS and State Open Schools so that such learners can continue education flexibly.

Option A:
Discouraging or closing open schooling would remove a key pathway for those who cannot attend conventional schools, contradicting NEP’s equity goals.

Option B:
This option reflects the policy’s intent to offer multiple pathways rather than a single rigid route, using open schooling as a complement to regular schooling.

Option C:
The primary focus of open schooling is on Indian learners who are out of school, not exclusively on foreign students.

Option D:
Replacing all regular schools with open schooling would remove face-to-face support and is not proposed; both modes are meant to coexist.

The Board of Studies is a subject- or department-specific body that recommends new courses, modifications in syllabi and methods of evaluation. It serves as the first academic forum where detailed curricular proposals are considered before going to higher bodies. The stem describes departmental-level proposals for revising courses and syllabi, which is precisely the role of the Board of Studies. Therefore, Option A is correct.

Option A:
Option A is correct because Boards of Studies are the departmental academic bodies that draft/revise curricula and course structures.

Option B:
Boards of Examiners primarily deal with setting question papers, evaluating answer scripts and ensuring fairness of examinations, not with initiating curriculum change. Hence, Option B does not match.

Option C:
Discipline Committees handle matters related to misconduct and do not deal with academic structure or syllabi. Therefore, Option C is inappropriate.

Option D:
Finance bodies oversee budgeting and resource allocation, not academic course design or syllabus revision. A Finance Board’s expertise is monetary planning, not learning outcomes or reading lists. Thus, Option D is incorrect.

NEP 2020 acknowledges the importance of ISL for learners with hearing impairment. It recommends efforts to standardise it across the country and develop teaching-learning materials. Teacher training in ISL is also encouraged. This supports inclusion and access to curriculum.

Option A:
Rejecting ISL would create serious barriers for deaf learners and is against the policy.

Option B:
This option reflects the supportive and developmental stance of NEP towards ISL as a full-fledged language.

Option C:
Foreign sign languages may be useful but ISL remains central in the Indian context.

Option D:
Denying curriculum access to ISL users violates equity and rights principles.

Ethics committees are constituted to scrutinise research proposals for compliance with ethical standards. They assess risks, informed consent procedures and safeguards for participants or animals. The stem describes this function of reviewing moral acceptability, so “ethics” committees is the correct term.

Option A:
Finance committees examine budgets and expenditure plans rather than consent forms or risk–benefit analyses. They do not judge ethical aspects of research, so this option is not appropriate.

Option B:
Sports committees coordinate games and physical activities and have no authority over scientific research protocols. Therefore, this option cannot complete the statement.

Option C:
Discipline committees look into misconduct cases and violations of rules, but they are not specialised bodies for prospective ethical review of research projects. Hence, this option is incorrect.

Option D:
Ethics committees focus specifically on protecting participants’ rights, welfare and dignity in research. This matches the description in the stem and confirms that this option is correct.

Statements A and C together reflect the multilingual reality and pedagogic rationale for language choices in higher education. Statement A is true because many programmes are offered in English and in regional or bilingual formats. Statement C is also true since use of languages that students understand well generally enhances comprehension and engagement. Statement B is false because NEP 2020 encourages use of Indian languages rather than mandating English-only instruction. Statement D is false as institutions are encouraged, not prohibited, from developing materials in Indian languages. Therefore, A and C only are correct.

Option A:
Option A is incomplete because it mentions the variety of media of instruction but does not explicitly state the pedagogic benefits that are captured in statement C.

Option B:
Option B is incorrect because it chooses only C and leaves out A, thereby failing to acknowledge the actual multilingual and bilingual practices recognised in policy and implementation.

Option C:
Option C is correct as it combines A’s description of existing language practices with C’s explanation of why learner-friendly language use matters, while excluding B and D, which misrepresent NEP 2020 and institutional freedom.

Option D:
Option D is incorrect because it adds D, which wrongly claims prohibition of Indian language material, and thus contradicts both policy and practice around language in higher education.

Academic oligarchy refers to a situation where a relatively small group of influential academics dominates major decisions in a university. This group may informally control appointments, promotions and policy directions, even when formal structures appear democratic. The stem describes concentration of decision-making authority in a small group of senior academics, which is a textbook example of academic oligarchy. Hence, Option D is the correct choice.

Option A:
In an academic oligarchy, formal participatory bodies may exist but real power lies with a few established scholars or office-bearers. This can limit transparency and broader participation in governance, aligning with the concerns implicit in the question.

Option B:
Academic democracy would imply widespread participation and shared power among many stakeholders, which is opposite to the concentration of authority described. Therefore, this option does not fit the pattern in the stem.

Option C:
Academic bureaucracy emphasises adherence to rules and procedures and may involve many administrative layers, but it does not necessarily imply rule by a small group of senior academics. Hence, this option is not the best match.

Option D:
Academic technocracy would suggest decision-making dominated by technical experts or administrators focusing on efficiency, not necessarily by senior academic elites. This is different from the oligarchic pattern described, so this option is incorrect.

NEP 2020 repeatedly emphasises that classrooms should move towards student-centred learning. In this approach, learners actively construct knowledge through interaction, exploration and reflection. It values student voice, choice and collaboration over one-way lecturing. Thus, “student-centred” learning accurately captures the pedagogic shift described in the policy.

Option A:
Syllabus-centred learning focuses mainly on completing the prescribed content rather than responding to learner needs. It encourages a coverage mentality rather than deep understanding. This is closer to traditional teacher dominance and not the reform direction suggested by NEP 2020.

Option B:
Student-centred learning keeps learners’ interests, prior knowledge and pace at the core of teaching. It uses activities, discussions and projects to engage students meaningfully. This orientation matches NEP 2020’s call for active, holistic and flexible learning environments.

Option C:
Exam-centred learning places tests at the centre and often pushes students towards rote memorisation. NEP 2020 discourages such exam-driven culture and promotes continuous assessment instead. Therefore, this option does not align with the desired shift.

Option D:
Authority-centred learning reinforces hierarchy and unquestioned obedience to the teacher. It restricts critical questioning and participatory decision-making. This is opposite to the democratic, learner-focused ethos promoted in the policy.

Swayam Prabha consists of a set of dedicated DTH channels that broadcast educational content round-the-clock for school, higher and professional education. It complements online platforms by reaching learners who may have limited internet access. The stem describes educational DTH channels telecasting curriculum-based programmes 24x7, which matches Swayam Prabha precisely. Hence, Option B is the correct answer.

Option A:
The initiative is aligned with the broader digital education agenda and provides recorded lectures from premier institutions in multiple disciplines. Its focus on continuous broadcasting of curriculum content distinguishes it from general television channels, confirming that Swayam Prabha is intended here.

Option B:
Gyan Darshan is another educational channel but not the specific DTH bouquet of channels described as a group of multiple 24x7 curriculum-based channels. Therefore, Option A is not as accurate as Swayam Prabha for this stem.

Option C:
Doordarshan News is a general news channel and does not focus on structured educational programmes based on curricula. Hence, it does not fit the description of the question, making Option C incorrect.

Option D:
Digital India TV is not the established name of a recognised bouquet of educational DTH channels. While Digital India is an umbrella programme, this specific channel name does not match the initiative described, so Option D is not appropriate.

Reservation in faculty positions aims to correct historical under-representation of certain social groups in academic employment. It seeks to create a more diverse and representative professoriate that reflects the social composition of society. This is an example of pursuing inclusive representation. Thus, the blank in the stem is best completed as “inclusive,” making Option C correct.

Option A:
Inclusive representation ensures that different social, caste, and gender groups participate in knowledge production and teaching. This diversity can enrich classroom perspectives and research agendas, supporting social justice goals in higher education. These points align closely with the description in the question.

Option B:
Elite representation would reinforce dominance of already privileged groups, which is precisely what reservation policies attempt to mitigate. Hence, Option A contradicts the intent of the policy.

Option C:
Exclusive representation suggests keeping others out and concentrating positions in a narrow group, again contrary to the goal of reservations. Therefore, Option B is not appropriate.

Option D:
Random representation would imply no conscious corrective policy and is not an accurate description of targeted affirmative action. Option D therefore does not fit the stem.

Academic flexibility refers to the degree of choice students have in structuring their programmes of study. Letting them opt for courses outside the major broadens learning and supports interdisciplinary exposure. This practice is a clear manifestation of academic flexibility, making Option B correct.

Option A:
Rigidity denotes fixed curricula with little or no choice for learners. It would prevent students from exploring courses beyond their core discipline, so it does not fit the example in the stem.

Option B:
Academic flexibility enables learners to pursue their interests, build complementary skills and tailor their pathways. The example of cross-disciplinary choices directly illustrates this idea. Therefore, this option aligns exactly with the question.

Option C:
Secrecy has nothing to do with curriculum design and relates to withholding information. It cannot describe the provision of elective options, so this option is inappropriate.

Option D:
Surplus refers to excess quantity and does not capture any educational design principle related to choice. Thus, this option is not suitable here.

NEP 2020 recognises Sanskrit as a rich classical language and recommends that it be widely offered as an attractive option in schools and universities using innovative and communicative pedagogy, while remaining a matter of student choice.

Option A:
This option incorrectly states that Sanskrit should not be taught, whereas NEP expressly promotes it.

Option B:
This option accurately reflects the policy of widely offering Sanskrit as a valuable but optional language in schools and higher education.

Option C:
Replacing all other Indian languages with Sanskrit would undermine linguistic diversity and is never proposed in NEP.

Option D:
Restricting Sanskrit only to specialised research institutes would prevent ordinary students from learning it, contrary to the policy’s intent.

NEP 2020 suggests that every school or school complex prepare an Institutional Development Plan. The IDP will outline goals, resource needs and strategies for improvement over a period. It helps align school-level actions with district and state plans. Thus the IDP is the key document for local planning.

Option A:
This option correctly names the IDP, which appears in NEP as a mechanism for decentralised, participatory planning. It connects school needs with broader system reforms.

Option B:
Annual Confidential Reports are personnel documents, not comprehensive school plans.

Option C:
Census schedules are used for population data collection, not for educational planning.

Option D:
Income Tax Returns are financial statements for individuals or entities, irrelevant to school improvement plans.

The All India Council for Technical Education is the statutory body entrusted with the regulation and planning of technical education, including engineering, management, and similar programmes. To start a new engineering college offering B.Tech courses, institutions must obtain prior approval from AICTE. The stem clearly refers to this approval requirement, so AICTE is the correct answer. Option B completes the sentence accurately.

Option A:
AICTE specifies norms regarding infrastructure, faculty qualifications, intake capacity and other essentials for technical institutions. Its prior approval ensures that minimum standards are met before programmes are launched, which aligns perfectly with the context of the question.

Option B:
NCERT is concerned primarily with school education and curriculum development, not with approving institutions of technical higher education. Therefore, Option A is not appropriate here.

Option C:
NAAC assesses quality for accreditation but does not grant approval to start individual technical programmes or institutions. Approval processes and accreditation processes are conceptually and institutionally distinct, so Option C is incorrect.

Option D:
The National Board of Accreditation evaluates specific programmes for quality but generally functions after programmes are already running. It does not replace AICTE’s role in initial regulatory approval, making Option D unsuitable.

Statements A and B correctly describe the purpose of student support services. A is true because counselling, mentoring, placements and grievance mechanisms are typical components of such services. B is true as well, since targeted support often improves student retention, progression and successful completion. Statement C is false because support units explicitly work to enhance inclusion and wellbeing. Statement D is false because support is relevant to all students, not only postgraduates. Therefore, the set A and B only is correct.

Option A:
Option A is correct because it includes both true statements that specify the components and outcomes of student support while excluding C and D, which wrongly deny their inclusive and broad student coverage.

Option B:
Option B is incorrect because it adds C to the otherwise correct A and B. Including C implies that support units have no role in inclusion and wellbeing, which directly contradicts their mandate and common practice.

Option C:
Option C is incorrect because it pairs B with C and leaves out A. It accepts C’s false claim and ignores A’s accurate description of the services typically provided, leading to an inconsistent representation.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby endorsing C and D, which both misrepresent the inclusive and comprehensive nature of student support.