Comprehension
One thing struck us as a major difference between the new National Education Policy (NEP) 2020 and its predecessor. The earlier national policies on education (NPE) from 1986 and 1992 presented themselves as attempts to consolidate and build on earlier efforts, particularly the NPE, 1968. The new NEP 2020 policy, on the other hand, is very keen to establish that it is different from everything in the past, including in its name. Nowhere does this attitude come across as starkly as it does in the section on higher education.
It comes across fairly clearly on how the higher education ecosystem will be by 2040. By this time — if the policy has its way — the Indian higher education ecosystem will be populated with higher education institutions (HEI). These will comprise Universities and Colleges and the public and private sectors, all of which will be 'multi-disciplinary‘, with each populated by more than 3,000 students, with at least one “in or near every district”. Universities will conduct research and post-graduate and under-graduate teaching, some research-intensive and others teaching-intensive. Colleges will largely teach at the under-graduate level, with a number of them having their medium of instruction in either bilingual or local / Indian languages. The colleges can manifest in clusters around universities as constituent colleges or may be standalone autonomous ones. Ideally, all HEIs will eventually become “independent self-governing institutions” with considerable “faculty and institutional autonomy”. They will have complied with a series of regulatory exercises that are “light-but-tight” and will be operated by a large number of private accreditors, overseen by a new set of regulatory institutions at the national level.
It comes across fairly clearly on how the higher education ecosystem will be by 2040. By this time — if the policy has its way — the Indian higher education ecosystem will be populated with higher education institutions (HEI). These will comprise Universities and Colleges and the public and private sectors, all of which will be 'multi-disciplinary‘, with each populated by more than 3,000 students, with at least one “in or near every district”. Universities will conduct research and post-graduate and under-graduate teaching, some research-intensive and others teaching-intensive. Colleges will largely teach at the under-graduate level, with a number of them having their medium of instruction in either bilingual or local / Indian languages. The colleges can manifest in clusters around universities as constituent colleges or may be standalone autonomous ones. Ideally, all HEIs will eventually become “independent self-governing institutions” with considerable “faculty and institutional autonomy”. They will have complied with a series of regulatory exercises that are “light-but-tight” and will be operated by a large number of private accreditors, overseen by a new set of regulatory institutions at the national level.
Question: 1
Which of the following statements are not true in relation to the changes envisioned by the NEP 2020 ?
Which of the following statements are not true in relation to the changes envisioned by the NEP 2020 ?
Updated On: Jul 15, 2026
- The NEP 2020 aims at making India a global knowledge superpower.
- The renaming of the Ministry of Human Resource Development to the Ministry of Education.
- The development of National Course Curriculum to provide new curriculum by 2021.
- The New Education Policy aims to facilitate an inclusive, participatory and holistic approach
Show Solution
Verified By Collegedunia
The Correct Option is C
Approach Solution - 1
The correct option is (C) :The development of National Course Curriculum to provide new curriculum by 2021.
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
The question asks which statement about the changes envisioned by the NEP 2020 is not true. Let's look at each option on its own merits.
- The NEP 2020 aims at making India a global knowledge superpower: This is one of the stated goals of the policy. The document repeatedly frames its reforms around transforming India into a vibrant knowledge society, and this statement is true.
- The renaming of the Ministry of Human Resource Development to the Ministry of Education: This change was announced alongside the rollout of the NEP 2020 and did take place. The statement is true.
- The development of National Course Curriculum to provide new curriculum by 2021: The policy talks about a National Curriculum Framework covering school education, teacher education, early childhood care and adult education, to be developed by the education ministry, but it does not commit to a "National Course Curriculum" rolled out by 2021 in the way this option describes. The name and the timeline both misstate what the policy actually proposes, so this statement is not true.
- The New Education Policy aims to facilitate an inclusive, participatory and holistic approach: Inclusiveness, participation and a holistic view of learning are among the guiding principles listed in the policy. The statement is true.
Since three of the four statements match what the NEP 2020 actually proposes and only the claim about a "National Course Curriculum" by 2021 does not, that is the odd one out.
Therefore, the correct answer is the development of a National Course Curriculum to provide new curriculum by 2021.
Was this answer helpful?
0
0
Question: 2
The NEP 2020 aims to provide a holistic change to the current education system in India. Which of the following is not related to the aim of NEP 2020 ?
The NEP 2020 aims to provide a holistic change to the current education system in India. Which of the following is not related to the aim of NEP 2020 ?
Updated On: Jul 15, 2026
- Universalization of education from preschool to secondary level with 100% Gross Enrolment Ratio.
- To bring 20 million out of school children back into the mainstream through an open schooling system.
- Vocational Education to start from Class 6 with Internships.
- To achieve 80% Gross Enrolment Ratio at the under graduate level.
Show Solution
Verified By Collegedunia
The Correct Option is D
Approach Solution - 1
The correct option is (D) :To achieve 80% Gross Enrolment Ratio at the under graduate level.
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
The question asks which of the following is not related to the aim of NEP 2020. Let's check each option against what the policy actually targets.
- Universalization of education from preschool to secondary level with 100% Gross Enrolment Ratio: NEP 2020 sets universalization of education from preschool to secondary as a clear target, aiming for 100% GER in school education by 2030. This is a genuine aim of the policy.
- To bring 20 million out of school children back into the mainstream through an open schooling system: The policy specifically flags this figure and proposes open schooling, vocational courses and alternative education centres as routes to bring these children back. This is a genuine aim of the policy.
- Vocational Education to start from Class 6 with Internships: NEP 2020 explicitly proposes introducing vocational education, along with internships, starting from Class 6 onward. This is a genuine aim of the policy.
- To achieve 80% Gross Enrolment Ratio at the under graduate level: The policy's actual target for higher education is to raise the Gross Enrolment Ratio to 50 percent by 2035, not 80 percent. This figure does not match what NEP 2020 proposes.
Since the first three targets are all stated goals of NEP 2020 and only the 80 percent GER figure for higher education is incorrect, that option is the one not related to the actual aim.
Therefore, the correct answer is to achieve 80 percent Gross Enrolment Ratio at the under graduate level.
Was this answer helpful?
0
0
Question: 3
Which of the following is proposed as a change in the structure of institutions responsible for affiliation and accreditation under the NEP 2020 ?
Which of the following is proposed as a change in the structure of institutions responsible for affiliation and accreditation under the NEP 2020 ?
Updated On: Jul 15, 2026
- Higher Education Commission of India (HECI) will be set up as a single umbrella body for the entire higher education.
- University Grant Commission to be renamed as AICTE.
- National Affiliation and Accreditation Council to be renamed as National Standard Council of India.
- National Council for Education Research and Teaching to be renamed as BCERT.
Show Solution
Verified By Collegedunia
The Correct Option is A
Approach Solution - 1
The correct option is (A) :Higher Education Commission of India (HECI) will be set up as a single umbrella body for the entire higher education.
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
The question asks which change to the affiliation and accreditation structure has actually been proposed under NEP 2020. Let's weigh each option.
- Higher Education Commission of India will be set up as a single umbrella body for the entire higher education: NEP 2020 proposes exactly this, a single regulator called the Higher Education Commission of India to replace the existing multiple regulatory bodies for higher education, apart from medical and legal education. This matches the policy.
- University Grant Commission to be renamed as AICTE: The policy does not propose renaming the University Grants Commission as the All India Council for Technical Education. Instead, both bodies, along with others, are meant to be folded into the new umbrella commission. This does not match the policy.
- National Affiliation and Accreditation Council to be renamed as National Standard Council of India: No such council or renaming exists in the policy. The accreditation function under the new structure is meant to sit with a body called the National Accreditation Council. This does not match the policy.
- National Council for Education Research and Teaching to be renamed as BCERT: This mixes up unrelated bodies and an invented abbreviation that the policy does not use. This does not match the policy.
Only the first option correctly describes what NEP 2020 proposes for the affiliation and accreditation structure.
Therefore, the correct answer is the Higher Education Commission of India being set up as a single umbrella body for higher education.
Was this answer helpful?
0
0
Question: 4
Which of the following is not a vertical under the Higher Education Commission of India (HECI) ?
Which of the following is not a vertical under the Higher Education Commission of India (HECI) ?
Updated On: Jul 15, 2026
- National Higher Education Regulatory Council (NHERC)
- Higher Education Grants Council (HEGC)
- National Educational Council (NEC)
- National Accreditation Council (NAC)
Show Solution
Verified By Collegedunia
The Correct Option is C
Approach Solution - 1
The correct option is (C) :National Educational Council (NEC).
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
The question asks which of the following is not a vertical under the Higher Education Commission of India. Let's check each option.
- National Higher Education Regulatory Council: This is one of the four verticals proposed under HECI, responsible for the regulation of higher education. It is a genuine vertical.
- Higher Education Grants Council: This is another genuine vertical under HECI, responsible for funding and financing of higher education institutions.
- National Educational Council: There is no vertical under HECI by this name. The fourth vertical that NEP 2020 actually proposes is the General Education Council, which is meant to set standards for learning outcomes across institutions. "National Educational Council" is not part of the structure.
- National Accreditation Council: This is a genuine vertical under HECI, responsible for the accreditation of institutions, and it is meant to work through a system of independent accrediting bodies.
Three of the four options name actual verticals of HECI, while "National Educational Council" is not one of them, since the fourth vertical is the General Education Council.
Therefore, the correct answer is National Educational Council.
Was this answer helpful?
0
0
Question: 5
What is the proposed percentage of expenditure for education out of GDP under the NEP 2020 ?
What is the proposed percentage of expenditure for education out of GDP under the NEP 2020 ?
Updated On: Jul 15, 2026
- 11 percent
- 6 percent
- 4.6 percent
- 9 percent
Show Solution
Verified By Collegedunia
The Correct Option is B
Approach Solution - 1
The correct option is (B) :6 percent.
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
The question asks for the percentage of GDP that NEP 2020 proposes to spend on education. Let's check each option.
- 11 percent: No part of the policy sets a target this high for public spending on education as a share of GDP. This figure does not match the policy.
- 6 percent: NEP 2020 reiterates the long-standing target, first recommended by the Kothari Commission in 1968 and repeated in earlier education policies, of raising public investment in education to 6 percent of GDP at the earliest. This figure matches the policy.
- 4.6 percent: This number does not appear anywhere in the policy as a spending target. It does not match the policy.
- 9 percent: This figure is also not part of what the policy proposes. It does not match the policy.
Only the 6 percent figure matches the expenditure target that NEP 2020 actually sets for public spending on education.
Therefore, the correct answer is 6 percent.
Was this answer helpful?
0
0
Top CLAT Questions
- In the realm of contemporary literature, the interplay between character and setting is a nuanced dance that shapes the narrative’s essence. The setting, often described with painstaking detail, becomes more than a backdrop; it becomes a character, influencing the plot and character development.
Consider, for instance, the barren expanse of the desert in Jhumpa Lahiri’s The Namesake. The arid landscape mirrors the sense of isolation felt by the protagonist, Gogol, as he navigates his identity crisis in a foreign land. The relentless sun and vast sands are not mere descriptions; they are the silent witnesses to his inner turmoil.
On the other end of the literary spectrum, there is Arundhati Roy’s The God of Small Things. The lush, vibrant Kerala backwaters are not just the setting; they are a character woven into the fabric of the story. The teeming, humid landscape reflects the complex web of human relationships and secrets that unravel in the narrative. This interplay is not confined to contemporary literature alone. In Shakespeare’s timeless tragedy Macbeth, the eerie and foreboding setting of the Scottish moors casts a dark shadow over the characters’ actions. The moors, shrouded in mist and mystery, serve as an ever-present omen of the impending tragedy. - The crisis of justice that is the subject matter of discussion in the media today is in fact the crisis of “justice for the middle class”. The main difference between India and the OECD (Organisation for Economic Cooperation and Development) countries is that whereas the middle class in these countries has reasonable access to justice, in India it does not. A vocal and powerful middle class has emerged in India since 1991. It is demanding reasonable access to justice. Much of the judicial reform effort will help meet this demand…
The question of justice for the poor is, however, an altogether different challenge. No country in the world has been able to secure justice for the poor. Most of the jails of the richest countries are filled with the poorest. The “masses” are more often victims of the criminal justice system than of crime. In India as well, jails are almost exclusively filled with the poor. The civil justice system is hardly accessible to them. They are often victimised by lawyers, touts and court staff. They are docket-excluded, a new type of untouchability. The language and the logic—and the colonial and feudal culture—of the judicial system are alien to them. It rarely takes cognisance of their needs and interests.
Their main concern, therefore, is to escape the attention of the justice system, criminal and civil. A landless Dalit person in the interior of Madhya Pradesh once gave me an insightful definition of a court from the perspective of the masses: “A court is a place where you are forcibly taken by the police to be punished; no one goes to a court.” In contrast, many lawyers and judges colloquially define a court as “a temple of justice where rights are protected”.
These sharply divergent visions mean that justice for one section is often injustice for another. Protecting the livelihood of traditional taxi and auto drivers from predatory pricing by corporate app-based taxi providers by imaginatively using the available tools of law to delay their incursion would be seen by the rich and by sections of the middle class as a failure of the judicial system, and possibly as also resulting in a downgrading of the “ease of doing business” measure. However, the masses would see such a judicial intervention as strong evidence of a good justice system. Although the conflict over competing visions of the nation and conflicting demands from social and economic segments have confined judicial reform of judicial administration mainly to “neutral” areas such as process reform, procedural law, technology, planning and court and case management, judge strength, and the workload of judges, there has been considerable improvement in these areas, and the judicial system has improved its performance.
[Extracted, with edits, from “Justice and the Two Ideas of India”, by G. Mohan Gopal, Frontline] - Everything she wanted was here, at Carignano, in Kasauli. Here, on the ridge of the mountain, in this quiet house. It was the place, and the time of life, that she had wanted and prepared for all her life-as she realized on the first day at Carignano, with a great, cool flowering of relief - and at last she had it. She wanted no one and nothing else. Whatever else came, or happened here, would be an unwelcome intrusion and distraction. This she tried to convey to the plodding postman with a cold and piercing stare from the height of the ridge onto his honest bull back. Unfortunately, he did not look up at her on the hilltop but stared stolidly down at the dust piling onto his shoes as he plodded on. A bullock-man, an oafish ox, she thought bitterly. She stepped backwards into the garden and the wind suddenly billowed up and threw the pine branches about as though to curtain her. She was grey, tall and thin and her silk sari made a sweeping, shivering sound and she fancied she could merge with the pine trees and be mistaken for one. To be a tree, no more and no less, was all she was prepared to undertake.
What pleased and satisfied her so, here at Carignano, was its barrenness. This was the chief virtue of all Kasauli of course-its starkness. It had rocks, it had pines, it had light and air. In every direction there was a sweeping view - to the north, of the mountains, to the south, of the plains. Occasionally an eagle swam through this clear unobstructed mass of light and air, that was all. And Carignano, her home on the ridge, had no more than that. Why should it? The sun shone on its white walls. Its windows were open the ones facing north opened on to the blue waves of the Himalayas flowing out and up to the line of ice and snow sketched upon the sky, while those that faced south looked down the plunging cliff to the plain stretching out, flat and sere to the blurred horizon.
Yes, there were some apricot trees close to the house. There were clumps of iris that had finished blooming. There was the kitchen with a wing of smoke lifting out of its chimney and a stack of wood outside its door. But these were incidental, almost unimportant.
[Extracted, with edits and revisions, from “Fire on the Mountain” by Anita Desai] - English literature is a vast and diverse field that has left an indelible mark on the world of letters. From the eloquent plays of William Shakespeare to the complex novels of Jane Austen and the profound poetry of William Wordsworth, English literature offers a window into the human experience. One of the luminaries of English literature is William Shakespeare, often hailed as the greatest playwright in the history of English language. His works, including Hamlet, Macbeth, and Romeo and Juliet, are celebrated for their exploration of human nature, love, ambition, and tragedy. His characters, such as the tormented Hamlet and the star-crossed lovers Romeo and Juliet, continue to captivate readers and audiences worldwide.
The 19th century ushered in a new era of literary giants. Jane Austen’s novels, such as Pride and Prejudice and Sense and Sensibility, provide incisive social commentary through the lens of wit and romance. Austen’s heroines, like Elizabeth Bennet and Elinor Dashwood, remain beloved literary figures known for their intelligence and resilience. The Romantic era brought forth poets like William Wordsworth and Samuel Taylor Coleridge, who celebrated * 8 UG the beauty of nature and the emotional intensity of the individual. Wordsworth’s ‘‘I Wandered Lonely as a Cloud’’ and Coleridge’s ‘‘The Rime of the Ancient Mariner’’ are testament to the power of the written words to evoke profound emotions and imagery. Moving towards 20th century, English literature continued to evolve. Virginia Woolf’s ground-breaking novel Mrs. Dalloway explored the inner thoughts and lives of its characters with a modernist narrative style. Dystopian visions, as seen in George Orwell’s Nineteen Eighty-Four provided stark warnings about the dangers of totalitarianism and the erosion of individual freedom.
Today, English literature is a global phenomenon, transcending borders and languages. Indian authors like Arundhati Roy, with her novel The God of Small Things, have won prestigious international literary awards. The book not only explores intricate family dynamics but also delves into the broader socio-political landscape of India. In summary, English literature is a testament to the enduring power of storytelling and the written word. It encompasses an array of authors, themes, and styles that continue to captivate and inspire readers across the world. - On the evening of the 10th, General Dyer arrived at Amritsar, and the Deputy-Commissioner handed over the civil power to him. He issued a proclamation by word of mouth that no meetings should be held. Two days later, after there had been no sort of riot, nor murder, General Dyer heard that a meeting was to be held at the Jallianwala Bagh. He proceeded there with about fifty troops, half British, half Indian, and a certain number of Ghurkas, armed with their kukris. The Jallianwala Bagh is an open space, half a mile square, which has one entry wide enough for three persons. The troops got in and lined up on a mound of debris. The walls, seven feet high, and the surrounding houses enclosed the people. There were, too, three alleys through which the people might have been able to pass. Within thirty seconds of the troops getting in, General Dyer gave orders to fire, and the crowd of people, estimated at anything from 5,000 to 20,000, who were sitting on the ground peacefully listening to the mob oratory, were fired on. The result of the troops’ fire into the mass of people we do not know. But we do know that Dyer’s own estimate of the casualties resulting from ten minutes continual individual firing, was 400 to 500 killed and 1,500 wounded. The people were not able to escape. They were people who had not offered any violence and who had not been warned. These people were shot down. After ten minutes, the ammunition was exhausted and the troops marched off, and they left 1,500 wounded there. There were men lying there for two days, dying of thirst, eating the ground, bleeding to death and nobody to look after them. Those who lived nearby came and carried away some of the wounded from the heap of dead and dying, but the unfortunate country people died there miserably of their wounds. This is what is done in 1919 in British India…
Centuries hence you will find Indian children brought up to this spot, just as they visit now the Cawnpore Well, and you can imagine the feelings of these Indians for generations over this terrible business.
[Col. Wedgwood, MP, speaking in the British Parliament, 22 December 1919]
View More Questions