Decision reasoning – inadequate college seats after XII results Statement: Many students who passed Class XII could not get college admission because the number of seats is grossly inadequate. Courses of Action to evaluate: I. Make the XII evaluation tougher so that fewer students pass. II. Encourage private sector to open new colleges by offering land at cheaper rates. III. Ask rich families to send their wards abroad so needy students can get seats domestically. Which course(s) logically follow(s)?

Introduction / Context:
The problem is a supply–demand mismatch in higher-education seats. Valid courses of action must address capacity constraints ethically and effectively.

Given Data / Assumptions:

• Demand for college seats exceeds supply.
• Students have legitimately passed Class XII under the current evaluation system.
• Government can influence capacity creation and policy incentives.

Concept / Approach:
Good actions target root causes (insufficient seats) rather than manipulating outcomes (artificially reducing pass rates) or proposing inequitable fixes.

Step-by-Step Solution:
I: Making exams tougher merely suppresses demand by filtering otherwise capable students; it is unfair and avoids solving the real issue. Does not follow.II: Creating capacity via encouraging new colleges (with regulated quality) directly addresses the shortage. This follows logically.III: Asking rich families to send wards abroad is discriminatory and impractical as policy; it does not systematically fix capacity. Does not follow.

Verification / Alternative check:
Structural capacity expansion (II) benefits all cohorts and aligns with long-term national goals; I and III are misdirected.

Why Other Options Are Wrong:

• I: Ethically and academically unsound.
• III: Inequitable and not a policy lever.
• Combinations including I or III retain flawed elements.

Common Pitfalls:
Confusing gatekeeping with quality improvement; true quality comes from better teaching, infrastructure, and standards, not arbitrary toughness.

Final Answer:
Only II follows