UGC NET Questions (Paper – 1)

Statements B and C correctly describe the functions of an IQAC. Statement B is true because IQAC is designed to coordinate quality-related activities and promote best practices across departments. Statement C is correct as the IQAC prepares an Annual Quality Assurance Report that documents initiatives and outcomes for continuous improvement. Statements A and D are false since IQAC is not related to student elections and continues to function even after accreditation as a permanent quality structure.

Option A:
Option A is incorrect because it combines A and B as correct statements. Statement A is clearly wrong, linking IQAC to student elections rather than quality assurance. Including it with B, which is correct, makes the option inconsistent.

Option B:
Option B is incorrect because it pairs A and C and therefore accepts statement A as correct. Although C is true, A misrepresents the basic purpose of IQAC. Thus this combination cannot be considered accurate.

Option C:
Option C is correct because it brings together B and C, the statements that align with guidelines on IQAC’s mandate and reporting responsibilities. It also implicitly rejects A and D, both of which misunderstand IQAC’s purpose and continuity. This makes it the only logically consistent option.

Option D:
Option D is incorrect because it suggests B and D are correct. While B is accurate, D is wrong because IQAC is meant to function as an ongoing mechanism even after accreditation cycles. Accepting D would undermine the notion of continuous quality assurance.

NEP 2020 recognises that overburdening teachers with administrative duties reduces teaching quality, so it advises that teachers should primarily engage in classroom instruction, assessment and mentoring, with non-teaching tasks limited to essential ones.

Option A:
This option describes the current problem of teachers being overburdened with non-academic tasks, which NEP explicitly criticises.

Option B:
This option correctly captures the policy direction of limiting non-teaching duties so that classroom work and mentoring remain central.

Option C:
Posting teachers mainly in election offices would remove them from classrooms for long periods and is contrary to the aim of improving teaching and learning.

Option D:
Construction work requires specialised technical staff; assigning it to teachers is neither expected nor supported in NEP 2020.

With increased flexibility in subject choice and multiple pathways after school, NEP 2020 stresses that secondary students need structured career guidance to make informed decisions about subjects, higher education and careers.

Option A:
This option ignores the complexity of modern education and labour markets and contradicts NEP call for guidance.

Option B:
This option captures the rationale for strengthening counselling and guidance services at the secondary level.

Option C:
NEP does not prescribe a single fixed career path for everyone; it supports diverse trajectories.

Option D:
Far from discouraging interaction, the policy encourages teachers and counsellors to discuss career options with students.

NEP 2020 treats sports and physical education as integral to the curriculum. Regular physical activity is seen as essential for health, discipline, teamwork and life skills, and must appear in timetables as a core component of schooling.

Option A:
Option A is incorrect because NEP rejects the idea that sports are merely optional “extra” activities; it wants them embedded in curriculum time.

Option B:
Option B is correct since it captures the idea that sports and PE are central for physical fitness, social skills and life skills and are part of formal learning.

Option C:
Option C is incorrect; NEP wants all students, not just aspiring professional athletes, to benefit from sports and physical activity.

Option D:
Option D is incorrect because using sports primarily as punishment misrepresents their positive educational and developmental role in NEP.

NIRF is officially expanded as the National Institutional Ranking Framework, which evaluates higher education institutions on multiple performance indicators. Since the framework ranks whole institutions, the correct missing word is “Institutional.”

Option A:
Option A is correct because “Institutional” clearly indicates that the ranking exercise compares entire colleges and universities, not individual programmes or people, and matches the widely used acronym NIRF.

Option B:
Option B is incorrect as “Integrated” would create a different name and acronym and is not used in any official description of NIRF.

Option C:
Option C is wrong because “International” would suggest a global ranking of institutions worldwide, whereas NIRF is a national framework focused on Indian institutions.

Option D:
Option D is incorrect since “Innovative” is only one of the many dimensions evaluated and is not part of the official name of the framework.

NEP 2020 highlights DIKSHA as an important national portal for digital resources in multiple languages. It offers textbooks, videos, interactive content and teacher training modules. The platform supports blended and remote learning and is to be expanded further.

Option A:
Financial trading is unrelated to NEP’s context.

Option B:
This option correctly conveys DIKSHA’s educational role as part of the digital infrastructure for learning.

Option C:
Sports registration is not the main function described.

Option D:
Entertainment-only social media does not capture DIKSHA’s academic character.

NEP 2020 clearly reiterates that there will be no imposition of any language on any state; the three-language formula is to be implemented flexibly, respecting regional and student choices.

Option A:
This option contradicts the explicit assurance in NEP 2020 that the Centre will not impose a fixed set of three languages on all states.

Option B:
Making only English and Hindi compulsory everywhere ignores India’s linguistic diversity and is not what NEP 2020 prescribes.

Option C:
This option matches the policy’s emphasis on flexibility and the no-imposition principle while still encouraging multilingualism.

Option D:
Allowing only foreign languages and excluding Indian languages runs directly against NEP 2020’s strong emphasis on Indian languages.

NEP 2020 states that Indian curricula are overloaded with facts. It proposes focusing on key concepts and skills while giving students space to pursue interests through projects and choice-based modules. This balance supports both foundation and personalisation.

Option A:
Adding more topics without reducing anything increases stress and superficial understanding.

Option B:
This option reflects the dual objective of lighter but deeper curricula with more learner choice.

Option C:
Removing all compulsory subjects would undermine common foundations needed for citizenship and work.

Option D:
Imposing one rigid sequence everywhere ignores local contexts and school innovation.

NEP 2020 links student health and nutrition directly with learning outcomes. It suggests that schools coordinate with health ministries to conduct regular screenings and maintain health cards. These records help track growth, address issues early and align schemes like mid-day meals with nutritional needs.

Option A:
Saying schools should not engage in health matters ignores NEP’s holistic view of child development.

Option B:
This option reflects the integrative vision where schools become hubs for basic health monitoring in partnership with other departments.

Option C:
A one-time check at admission is insufficient for ongoing monitoring and is not proposed.

Option D:
Online surveys alone cannot detect many health problems that require physical examination.

Statements A, B and C together provide a realistic overview of research funding. Statement A is true because many calls for proposals explicitly reference national development priorities. Statement B is correct as peer review is standard practice for evaluating the quality and feasibility of research projects. Statement C is also true since acquiring funds from varied sources can reduce dependence on a single agency and widen research autonomy. Statement D is false because researchers often collaborate with and receive support from international agencies, subject to regulations. Therefore, A, B and C only form the correct combination.

Option A:
Option A is incorrect because it limits the answer to A and B and omits C, thereby failing to capture the importance of diversifying funding streams for long-term sustainability.

Option B:
Option B is incorrect because it selects A and C but excludes B, overlooking the crucial gatekeeping role of peer review in ensuring that funded projects meet quality standards.

Option C:
Option C is correct because it recognises that funding priorities, peer review and diversified support all shape the research landscape, while excluding D, which wrongly denies the possibility of international funding.

Option D:
Option D is incorrect because it includes D along with B and C and omits A, accepting the false blanket prohibition on international funding and leaving out the significance of national priorities in public funding.

NEP 2020 suggests that each teacher should undertake around 50 hours of CPD in a year through workshops, online courses, peer learning and similar activities. This amount is considered sufficient to keep teachers updated without overwhelming their teaching schedule.

Option A:
Ten hours per year would be too little to meaningfully refresh subject knowledge and pedagogy and does not match the policy’s recommended figure.

Option B:
This option is correct because “about 50 hours per year” is the approximate number explicitly mentioned in NEP 2020 as a target for teacher CPD.

Option C:
Twenty-five hours is closer, but it is still below the benchmark suggested by the policy and therefore not fully aligned with NEP’s recommendation.

Option D:
One hundred and fifty hours per year would be difficult to manage alongside regular teaching duties and is not the number stated in NEP 2020.

Statements A, B and D describe key features of CBCS. A is true because CBCS emphasises structured choices among core, elective and skill courses. B is true as learning effort is quantified through credits. D is true since common credit structures improve comparability and enable mobility. C, E and F are false because CBCS encourages interdisciplinary electives, permits varied assessment designs and is explicitly linked with credit transfer to support mobility.

Option A:
Option A is incorrect because it contains only A and B and omits D, thus not mentioning the role of CBCS in making programmes comparable across institutions.

Option B:
Option B is incorrect because it includes C, which wrongly claims that interdisciplinary choices are prohibited, contradicting CBCS principles.

Option C:
Option C is incorrect because it introduces F, which denies CBCS support for mobility, and still omits a clear statement of its comparability benefits.

Option D:
Option D is correct as it groups A, B and D, highlighting student choice, credit-based workload and system comparability, and excludes C, E and F, which misrepresent interdisciplinary options, assessment flexibility and mobility.

The Higher Education Commission of India is proposed in NEP 2020 as a single umbrella institution to regulate higher education, excluding legal and medical education. It is envisaged to have verticals for regulation, accreditation, funding and academic standards. The stem mentions a single overarching body for higher education regulation, which corresponds directly to the proposed HECI. Therefore, Option B is the correct answer.

Option A:
HECI is intended to replace or subsume multiple existing regulatory bodies for general higher education, reducing fragmentation and overlap. Its creation is expected to streamline norms and improve transparency in the regulatory environment. These features align closely with the description given in the question.

Option B:
The National Testing Agency is responsible for conducting entrance examinations for various higher and professional education programmes. It does not regulate institutions or set broad higher education policy, so this option is not appropriate.

Option C:
A Central Education Service would refer to a cadre of educational administrators or officers, not a regulatory commission for institutions. Therefore, this option does not fit the stem.

Option D:
The National Council of Universities is not a formal body described in NEP 2020 and does not capture the regulatory, standard-setting and funding roles associated with HECI. Thus, this option is incorrect.

Statements A, B and C correctly identify key components of inclusive higher education for persons with disabilities. A is true because basic physical accessibility is essential for participation. B is correct in recognising the role of assistive technologies in enabling access to content. C is also true since reservation, reasonable accommodations and targeted support help address systemic barriers. D is false because regulations and good practice require appropriate modifications in examinations, such as extra time or alternate formats, when needed. Hence the correct combination is A, B and C only.

Option A:
Option A is incorrect because it lists A and B but omits C, which highlights crucial policy measures like reservation and support services. Without C, the framework for inclusion remains incomplete.

Option B:
Option B is incorrect because it selects B and C and leaves out A. Physical accessibility is a basic precondition for students even to reach classrooms and facilities, so excluding A understates the importance of infrastructure.

Option C:
Option C is correct because it combines all three accurate statements and rejects D, which denies the obligation to provide exam-related accommodations. It therefore reflects both infrastructural and academic dimensions of inclusion.

Option D:
Option D is incorrect because it combines A and C only and fails to include B, which points to assistive technologies that are vital for many learners with disabilities.

The National Council for Teacher Education is a statutory body established specifically to regulate teacher education. It prescribes norms for curriculum, teacher educators, facilities and intake for programmes like B.Ed. The stem points to the regulator of teacher education programmes, which is clearly NCTE.

Option A:
The National Council for Teacher Education grants recognition to institutions offering teacher education programmes and periodically reviews their compliance. Its authority extends nationwide in this specific domain. For this reason, Option A correctly completes the statement.

Option B:
NCERT develops school curricula, textbooks and educational research for the school sector but does not grant recognition to teacher education institutions. It plays a supportive, not regulatory, role, so Option B is incorrect.

Option C:
AICTE is concerned with technical and management programmes and has no mandate over teacher education degrees such as B.Ed. Therefore, Option C cannot fit the stem.

Option D:
The Medical Council of India (and its successor bodies) regulate medical education and the medical profession, not teacher education. As a result, Option D is not an appropriate answer.