UGC NET Questions (Paper – 1)

NEP 2020 recommends “bagless days” and short-term internships from about Grade 6, during which students visit workplaces and work with local experts to gain practical exposure and respect for different forms of work.

Option A:
Avoiding interaction with real workplaces would weaken vocational education and is contrary to NEP’s goal of integrating work-based learning with schooling.

Option B:
This option is correct because it describes the concrete mechanisms the policy proposes—bagless days and local internships—to connect students with crafts and trades.

Option C:
Online videos can support learning but cannot fully replace hands-on observation and interaction with practitioners.

Option D:
Focusing only on large multinational companies ignores the many local opportunities and is impractical for most schools.

NEP 2020 indicates that students should start getting systematic exposure to vocational skills from Grade 6 onwards. This includes courses within the timetable and local internships or bagless days. Early exposure builds respect for all work and helps students discover interests.

Option A:
Grade 1 is too early for structured vocational modules; the focus is on foundational skills.

Option B:
Grade 3 still belongs to the preparatory stage where core literacy and numeracy dominate.

Option C:
Grade 6 is explicitly mentioned in the policy as the starting point for organised vocational exposure.

Option D:
Waiting until Grade 12 would be too late and would keep vocational education marginal.

Statements A, B, D and F present the accepted view of vocational integration. A is true because policies encourage offering vocational courses within HEIs. B is true since vocational courses can be credit-bearing and lead to awards. D is true as industry collaboration ensures relevance of curriculum and training. F is true because apprenticeships, internships and field work are typical vocational components. C is false: vocational education can enrich multidisciplinary learning, and E is false because universities and colleges are explicitly encouraged to host such programmes.

Option A:
Option A is incorrect because it omits F, thus ignoring the characteristic feature of work-based learning as part of vocational programmes.

Option B:
Option B is incorrect because it includes C, which wrongly suggests that vocational education conflicts with multidisciplinary education, and therefore mixes a false statement with correct ones.

Option C:
Option C is incorrect because it includes E, which prohibits offering vocational courses within universities, and therefore contradicts the integrated model envisaged in policy.

Option D:
Option D is correct as it selects A, B, D and F, all of which support integrated, credit-bearing, industry-linked and work-based vocational education, while excluding C and E, which portray it as separate or incompatible.

Statements A, B, D and F accurately characterise community colleges. A is true because these colleges are designed to respond to local skill demands. B is true since they usually offer short-cycle qualifications with flexible exits. D is true as they provide pathways for disadvantaged groups to gain employable skills. F is true because internships and on-the-job training are central to their pedagogy. C is false because strong community and industry linkages are encouraged, and E is false because progression and credit transfer to universities are important features.

Option A:
Option A is incorrect because it omits F, underplaying the importance of internships and work-based components in community college design.

Option B:
Option B is correct as it includes A, B, D and F, the four true statements about local relevance, flexible exits, social mobility and work-based learning, while excluding C and E, which deny linkages and progression.

Option C:
Option C is incorrect because it includes E, which wrongly prohibits collaboration with universities, and mixes it with some correct ideas, creating an invalid combination.

Option D:
Option D is incorrect because it includes C, which denies the need for community linkages, and omits B, thus failing to mention multiple entry and exit provisions.

NEP 2020 sets a target that by 2025 at least about half of all learners should have some exposure to vocational education through courses, internships or similar experiences.

Option A:
Option A is incorrect because ten percent exposure would be too low to normalise vocational learning across the education system.

Option B:
Option B is wrong since twenty five percent is still only half of the fifty percent target mentioned in NEP.

Option C:
Option C is correct as it states that around fifty percent of learners should receive vocational exposure by 2025, which matches the policy.

Option D:
Option D is incorrect because a ninety percent target is not specified in the policy and overstates the immediate goal.