UGC NET Questions (Paper – 1)

NEP 2020 recognises that an intense coaching culture around entrance exams creates stress and inequity and therefore aims to reduce dependence on coaching by improving school education and reforming examinations.

Option A:
Option A is incorrect because the policy does not encourage students to spend most of their time in coaching centres; it sees excessive coaching as a problem.

Option B:
Option B is correct as it explains that NEP seeks to strengthen schools and make exams more competency based and less high stakes, reducing the need for external coaching.

Option C:
Option C is wrong since making every school run profit oriented coaching centres would blur the line between education and commercial test preparation.

Option D:
Option D is incorrect because using coaching centre marks as the sole basis for admissions is not suggested anywhere in the document.

Statements A, B, D and E correctly describe quality regulation in distance education. A is true because regulatory approval is required for HEIs to offer degrees by distance mode. B is true as regulators insist on comparable learning outcomes across modes. D is true since quality ODL systems rely on ICT-based learner support. E is true because unapproved programmes risk non-recognition. C is false because counselling and support are essential in ODL, and F is false because credible assessment remains necessary even in distance mode.

Option A:
Option A is correct as it includes all four accurate statements on approval, parity, ICT support and recognition, and excludes C and F, which incorrectly remove learner support and assessment requirements.

Option B:
Option B is incorrect because it adds C, accepting the false claim that distance learners do not need support services.

Option C:
Option C is incorrect because it includes F, which dismisses the need for credible assessment, and omits A, so it fails to mention the basic requirement of regulatory approval.

Option D:
Option D is incorrect because it contains both C and F, thereby eliminating learner support and assessment, and thus contradicts quality assurance principles.

NEP 2020 recommends creating a Gender Inclusion Fund to focus on the education of girls and transgender persons. The fund is meant to support state-level interventions, infrastructure, scholarships and safety measures. It targets those most likely to be left behind. The fund is a key equity instrument.

Option A:
Funding only boys’ hostels would contradict the gender inclusion objective and is not mentioned.

Option B:
This option correctly captures the idea that the fund is aimed at removing barriers faced by girls and transgender learners.

Option C:
Advertising for private schools is not an appropriate use of public inclusion funds.

Option D:
Paying corporate salaries is unrelated to educational inclusion.

Statements A, B and C correctly describe the role of community colleges and vocational education within higher education. A is true because community colleges are designed to respond to local skill needs through short-term and flexible programmes. B is correct in highlighting practical training and employability as central goals of vocational education. C is also true since recent reforms encourage multiple entry and exit options to integrate vocational pathways. D is false because policy documents recognise community college and vocational programmes within the larger higher education framework. Therefore the correct combination is A, B and C only.

Option A:
Option A is incorrect because it recognises A and B but excludes C, which is an important policy feature linking vocational education with flexible curricular structures. By omitting C, this option fails to represent the complete set of correct statements.

Option B:
Option B is incorrect because it includes B and C but leaves out A, which accurately explains the local skill-based orientation of community colleges. Without A, the description of these institutions is incomplete.

Option C:
Option C is correct because it combines all three true statements and excludes D, the statement that wrongly denies policy recognition. It thus presents a coherent understanding of how vocational and community college programmes fit into higher education.

Option D:
Option D is incorrect because it includes A and C but omits B, which clearly captures the central objective of vocational education in enhancing employability. Leaving B out makes this combination only partially true.

NEP 2020 strongly recommends that young children learn in their home language, mother tongue or local language at least till Grade 5, as this supports better comprehension, confidence and concept formation.

Option A:
This option directly reflects NEP 2020, which emphasises using the child’s home, mother tongue or local language as the medium of instruction in the early years.

Option B:
NEP 2020 does not prescribe English as the only medium; it may be taught as a subject but is not imposed as the sole language of instruction in early grades.

Option C:
Choosing any foreign language as the main medium in early grades would be pedagogically unsound and is not suggested in the policy.

Option D:
Sanskrit is encouraged as an optional language, but NEP 2020 does not ask that it be the compulsory medium of instruction for all students.

The major challenges for Indian higher education include balancing expansion with quality, promoting equity and inclusion, and addressing the implications of privatization. Statement A is correct because rapid expansion often strains quality assurance mechanisms. Statement B is correct since access for disadvantaged and marginalised groups is still uneven. Statement D is also correct, as privatization can increase costs and raise concerns about social justice and equity. Statement C is wrong because the use of ICT has improved access for many but has certainly not removed all regional disparities, given the persistent digital divide. Thus, the correct combination is A, B and D only.

Option A:
Option A is incorrect because it recognises only A and B as correct and omits D, which accurately highlights the equity and affordability implications of privatization. Excluding D means the option does not reflect the full set of key challenges.

Option B:
Option B is incorrect because it includes only B and D and leaves out A. Quality concerns linked to rapid expansion are a central issue in Indian higher education, so ignoring A makes the combination incomplete.

Option C:
Option C is incorrect because it includes statement C, which wrongly suggests that ICT has removed all regional disparities. While A and D are correct, pairing them with C introduces a false claim, making the option invalid.

Option D:
Option D is correct because it includes precisely those statements that capture the quality, equity and social justice challenges in the current landscape. It excludes C, which overstates the impact of ICT, and thereby presents a balanced and accurate combination of correct statements.

PARAKH is intended to guide and improve assessment practices in school education. It will set standards for exams and learning outcomes and organise national achievement surveys to monitor learning, helping states and boards align assessments with competency-based education.

Option A:
Criminal investigations into malpractice are the responsibility of law-enforcement agencies and are not the core function of a national assessment centre like PARAKH.

Option B:
This option correctly reflects PARAKH’s role in standard-setting for assessment and in conducting large-scale learning achievement surveys across the country.

Option C:
University entrance examinations are largely the domain of NTA and other higher education bodies, not PARAKH.

Option D:
Constructing physical infrastructure such as classrooms and hostels is handled through separate schemes and departments, not by an assessment body.

NEP 2020 supports calibrated internationalisation by facilitating top global universities to establish campuses in India under regulation and by encouraging Indian HEIs to build international collaborations and exchanges.

Option A:
Option A is incorrect because the policy promotes carefully regulated foreign collaborations rather than prohibiting them.

Option B:
Option B is correct as it summarises the twin strategy of inviting reputed foreign universities and encouraging Indian HEIs to engage in global partnerships and mobility.

Option C:
Option C is wrong since NEP does not force Indian students to study abroad; instead, it aims to make India an attractive global study destination.

Option D:
Option D is incorrect because replacing Indian languages with foreign languages goes against NEP’s strong support for multilingualism and cultural rootedness.

Statements A, B and D correctly summarise core features of ODL and online degrees. A is true because distance modes are designed for learners who cannot attend regular campus-based classes. B is true since online offerings rely on video lectures, discussion forums and digital assessments, both live and self-paced. D is also true as regulatory bodies prescribe norms and approval processes for such programmes. Statement C is false; learner support remains essential through study centres, online help and academic counselling. Thus, A, B and D only form the correct combination.

Option A:
Option A is incorrect because it includes only A and B and omits D. Leaving out D fails to acknowledge the regulatory framework that governs the recognition and quality assurance of ODL and online programmes.

Option B:
Option B is correct because it collects all three true statements—about flexible delivery, digital tools and regulatory guidelines—while excluding C, which wrongly suggests that learner support is unnecessary.

Option C:
Option C is incorrect because it combines B and D and omits A, thereby ignoring the defining characteristic of ODL that learners need not attend regular on-campus classes.

Option D:
Option D is incorrect because it treats every statement as correct, including C, which incorrectly denies the importance of structured learner support in non-traditional modes.

NEP 2020 stresses that both public and private schools must meet minimum quality norms. SSSA is meant to act as an independent standards authority for all schools. It ensures a level playing field and protects student interests irrespective of management type.

Option A:
Limiting SSSA to government schools would ignore the large private sector where many students study.

Option B:
Regulating only private unaided schools would leave other types outside the quality framework.

Option C:
This option correctly describes SSSA as a common regulator for quality standards across school types.

Option D:
Focusing just on international schools would be too narrow and is not suggested.

Open access publications are made available to readers without paywalls or subscription fees. The stem mentions free availability without subscription barriers, which is the defining feature of open access. This model aims to widen dissemination and usage of research. Hence, “open” access correctly completes the sentence.

Option A:
Restricted access content is limited to certain users, often through paywalls or licences. This is the opposite of the barrier-free access described in the question, so this option is not correct.

Option B:
Delayed access sometimes allows free reading after an embargo period, but the stem focuses on absence of subscription barriers at the point of use. Therefore, delayed access does not best capture the idea in the question.

Option C:
Closed access refers to content that remains behind paywalls or is accessible only to subscribers. It contradicts the notion of free online availability and cannot complete the statement correctly.

Option D:
Open access removes subscription barriers and often allows reuse under specific licences, matching the scenario of freely available research articles outlined in the stem.

NEP 2020 emphasises that vocational and academic education should not be placed in a hierarchy. It calls for integrating vocational exposure into the curriculum for all students and promoting respect for all forms of work, thereby improving employability and social dignity.

Option A:
Treating vocational education as separate and inferior reinforces stigma and is explicitly criticised in the policy.

Option B:
This option correctly reflects NEP’s goal of integrating vocational education within mainstream schooling and valuing it on par with academic learning.

Option C:
Abolishing vocational education would remove an important avenue for skill development and contradicts NEP’s push for skills for all.

Option D:
Offering vocational education only to those who “fail” in academics deepens stigma and goes directly against the policy’s inclusive and parity-based approach.

NEP 2020 envisages NETF as an independent forum that studies educational technology, shares best practices and advises governments and institutions on effective, evidence-based edtech integration. It is meant to support informed decision-making, not to sell products or impose penalties.

Option A:
A commercial gadget-selling company focuses on profit and hardware sales, which is very different from the advisory and knowledge-sharing role described for NETF.

Option B:
This option is correct because it captures NETF as an autonomous, non-regulatory body that facilitates free exchange of ideas and offers guidance on the use of technology in education.

Option C:
A punitive regulator that “punishes” schools for using technology is not what NEP 2020 proposes; the policy emphasises supportive guidance rather than punishment.

Option D:
Handling only social media entertainment content is far too narrow and unrelated to the broad educational technology mandate given to NETF.

NEP 2020 emphasises that education must prepare learners for the twenty-first century. This includes higher-order cognitive and socio-emotional skills such as critical thinking, creativity, communication, collaboration and problem-solving. These skills are necessary for life, work and citizenship. Hence this option is correct.

Option A:
Mere memorisation is considered inadequate and is explicitly critiqued; it is not the main skill target.

Option B:
The policy wants to move beyond narrow repetitive skills towards more complex capabilities.

Option C:
Handwriting alone cannot represent the range of competencies NEP aims to develop.

Option D:
Only option B represents the full set of 21st-century skills highlighted in the policy.

Statements A, B and C all correctly describe aspects of green campus initiatives. A is true because conserving energy and adopting renewables are central strategies for sustainability. B is correct as proper waste management and recycling reduce environmental impact. C is also true since awareness programmes shape attitudes and behaviours of students and staff. Statement D is false because higher education institutions are expected to model and promote environmental responsibility. Therefore, the combination A, B and C only is correct.

Option A:
Option A is correct because it includes all three positive and accurate descriptions of green campus practices and excludes D, which wrongly dismisses their relevance. It reflects how institutions integrate sustainability into operations and education.

Option B:
Option B is incorrect because, although A and B are correct, it omits C, which emphasises educational and awareness dimensions of sustainability. Without C, the role of student learning and behaviour change is underplayed.

Option C:
Option C is incorrect because it includes D along with B and C. Statement D contradicts contemporary expectations that campuses act as exemplars of sustainable living, so including it makes the combination wrong.

Option D:
Option D is incorrect because it treats all four statements as correct, which would endorse D’s claim that green initiatives are irrelevant. This is incompatible with policy directives and institutional practices worldwide.