CLAT Exam  >  CLAT Questions  >   Directions: Read the following passage and a... Start Learning for Free
Directions: Read the following passage and answer the question.
Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.
What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.
Q. What is the central idea of the passage?
  • a)
    UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.
  • b)
    Many students have been blighted by the lack of stable Internet connections and access to devices.
  • c)
    To maintain the academic rigour, the UGC is imposing new norms on academic matters.
  • d)
    Mandating 40% courses online is against the academic autonomy of universities.
Correct answer is option 'A'. Can you explain this answer?
Most Upvoted Answer
Directions: Read the following passage and answer the question.Instit...
Option 1 represents the theme of the passage. The author highlighted UGC's major step of mandating higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and mentions the drawbacks of it. Option 1 captures this idea. All other options highlight only one aspect of the passage, not the central idea.
Attention CLAT Students!
To make sure you are not studying endlessly, EduRev has designed CLAT study material, with Structured Courses, Videos, & Test Series. Plus get personalized analysis, doubt solving and improvement plans to achieve a great score in CLAT.
Explore Courses for CLAT exam

Similar CLAT Doubts

Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. Which of the following questions is the author most likely to raise through the passage?

Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. Based on the reading of the passage, what perplexed the author?

Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. 'Blended education' mentioned in the passage refers to

Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the meaning of the phrase 'rides roughshod over' used in the passage?

Directions: Read the following passage and answer the question.The Union government has said that it intends to establish virtual universities which will ostensibly help in achieving the desired gross enrolment ratio in higher education as envisaged in the National Education Policy.However, inequality and poverty — both have been exacerbated by the pandemic — have given rise to the spectre of exclusion; internet connectivity, access to digital video devices and affiliated infrastructure are still either threadbare or non-existent in vast swathes of the country, leaving many students, especially those from vulnerable constituencies, excluded from online classrooms. Students are also plagued by structural challenges; even though India is home to the worlds second-largest internet user base, the quality of digital connectivity is uneven, with metropolitan India faring better than the hinterland. And what would a virtual university mean for students in restive zones — Jammu and Kashmir is a case in point — where internet services are frequently disrupted by the powers that be? Even without such glitches, online education has proved to be taxing for both teachers and their wards. For the former, formulating methods and material for online communication remains a challenge; students are also finding this shift to an unfamiliar way of learning difficult. There is also concern about whether the experience of digital education complements existing pedagogical techniques. These are, however, not the only challenges. The institutional eagerness for the digital medium has also coincided with rising unemployment for teachers and tertiary staff.This is not to suggest that online education is devoid of benefits. Problems arise when a mode of learning that is still inaccessible to large constituencies is foregrounded as the "future of education" — the prime ministers definition of virtual universities. Inclusion and critical thinking fostered by a thriving, collaborative learning environment are the hallmarks of a productive education system. These elements must not be sacrificed at the altar of virtual learning.[Extracted with edits and revisions, from The Editorial Board, The Telegraph India]Q.What challenge does the passage mention regarding the implementation of online education for teachers?

Top Courses for CLAT

Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer?
Question Description
Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer? for CLAT 2024 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer? covers all topics & solutions for CLAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer?.
Solutions for Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer? in English & in Hindi are available as part of our courses for CLAT. Download more important topics, notes, lectures and mock test series for CLAT Exam by signing up for free.
Here you can find the meaning of Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer?, a detailed solution for Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer? has been provided alongside types of Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Directions: Read the following passage and answer the question.Institutions in India seem to be acquiring new responsibilities. The University Grants Commission, the regulator of academic standards and other matters relating to higher education, is acquiring the mantle of director. Its directive to all higher education institutions to offer 40 per cent of their courses online on a government-mandated platform and not refuse any student mobility for credits thus acquired, however, comes in the guise of a regulation. Twenty per cent of online courses were permitted earlier; the leap in proportion and the pressure to comply manifest the Centre's desire to make education online. Saying that blended education benefits students more glosses over the grave problems that students and teachers face when in-person classes are not possible. The government is not unaware of the problems students experienced during the pandemic, such as unstable internet connections and regular access to computers and smartphones. Numerous students have been losing out. Strangely enough, the UGC feels that these issues can be ignored.What is puzzling is the regulator's loss of interest in academic standards. Forcing every institution to break up their courses into online and offline components, with the students allowed to choose the online component from other universities, which, in turn, would be free to arrange the topic in their own way, would destroy coherence. Each institution, meanwhile, would be compelled to match 60 per cent of its course to complement what has been taught online. This regulation rides roughshod over the integrity of the courses as well as the autonomy of educational institutions. There can be no common denominator of division — a physics course cannot be broken up like a course in literature, say, or archaeology. Who will decide on the offline and online components? The UGC obviously does not lay much store by the teachers' belief that meaningful learning happens in in-person classes; online classes can support, not replace, the communication that takes place in a classroom. So it has directed educational institutions to upgrade their digital infrastructure in readiness for online courses. The matter of economics here is a bit obscure. What is certain, however, is that posts, both sanctioned and ad hoc, will shrink and disappear with online courses.Q. What is the central idea of the passage?a)UGC's new move would dilute academic standards and reduce the workload at institutions, causing sanctioned posts to shrink.b)Many students have been blighted by the lack of stable Internet connections and access to devices.c)To maintain the academic rigour, the UGC is imposing new norms on academic matters.d)Mandating 40% courses online is against the academic autonomy of universities.Correct answer is option 'A'. Can you explain this answer? tests, examples and also practice CLAT tests.
Explore Courses for CLAT exam

Top Courses for CLAT

Explore Courses
Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev