353 extractive question-and-answer pairs built from 5.1.7 Summer Internship /Apprenticeship (2 – 4 credits), published by ugc.gov.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 233 of the 353 pairs (66.0%) are explanatory questions and 120 restate a figure. 97.45% of rows pass the corpus quality gate.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("5-1-7-summer-internship-apprenticeship-2-4-credits-question-and-answer-dataset")
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 353 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is used to measure the workload of a course? | a unit by which the coursework is measured | 3.2.4 Credit hours for different types of courses The workload relating to a course is measured in terms of credit hours. A credit is a unit by which the coursework is measured. It determines the number of hours of instruction required per week over the duration of a semester (minimum 15 weeks). | 134 | definition | 1.000 | A credit is a unit by which the coursework is measured. | 11 | page=11,block=4 | 0.850 | valid |
| What does critical thinking entail when evaluating evidence? | the analysis and evaluation of policies, and practices, as well as evidence, arguments, claims, beliefs, and the reliability and relevance of evidence, | 16 Curriculum and Credit Framework for Undergraduate Programmes Type of learning outcomes The Learning outcomes descriptors Critical thinking: The graduates should be able to demonstrate the capability to: • apply analytic thought to a body of knowledge, including the analysis and evaluation of policies, and practices, as well as evidence, arguments, claims, beliefs, and the reliability and relevance of evidence, • identify relevant assumptions or implications; and formulate coherent arguments, • identify logical flaws and holes in the arguments of others, • analyze and synthesize data from a variety of sources and draw valid conclusions and support them with evidence and examples. | 265 | definition | 1.000 | 16 Curriculum and Credit Framework for Undergraduate Programmes Type of learning outcomes The Learning outcomes descriptors Critical thinking: The graduates should be able to demonstrate the capability to: • apply analytic thought to a body of knowledge, including the analysis and evaluation of policies, and practices, as well as evidence, arguments, claims, beliefs, and the reliability and relevance of evidence, • identify relevant assumptions or implications; and formulate coherent arguments, • identify logical flaws and holes in the arguments of others, • analyze and synthesize data from a | ||||
| What does the Learning Outcomes-Based Approach focus on in curriculum planning? | enabling students to attain the defined learning outcomes | The Learning Outcomes-Based Approach to curriculum planning and transaction requires that the pedagogical approaches are oriented towards enabling students to attain the defined learning outcomes relating to the courses within a programme. The outcome- based approach, particularly in the context of undergraduate studies, requires a significant shift from teacher-centric to learner-centric pedagogies, and from passive to active/participatory pedagogies. Every programme of study lends itself to the well- structured and sequenced acquisition of knowledge and skills. Practical skills, including an appreciation of the link between theory and practice, will constitute an important aspect of the teaching-learning process. | 138 | definition | 1.000 | The Learning Outcomes-Based Approach to curriculum planning and transaction requires that the pedagogical approaches are oriented towards enabling students to attain the defined learning outcomes relating to the courses within a programme. | 28 | page=28,block=12 | 0.700 | valid |
| What aspect of a student's academic performance does the SGPA evaluate? | the student’s performance in a given semester | Progress towards achievement of learning outcomes will be assessed using the following: time-constrained examinations; closed-book and open- book tests; problem-based assignments; practical assignment laboratory reports; observation of practical skills; individual project reports (case-study reports); team project reports; oral presentations, including seminar presentation; viva voce interviews; computerized adaptive assessment, examination on demand, modular certifications, etc. 7.1. Letter Grades and Grade Points The Semester Grade Point Average (SGPA) is computed from the grades as a measure of the student’s performance in a given semester. The SGPA is based on the grades of the current term, while the Cumulative GPA (CGPA) is based on the grades in all courses taken after joining the programme of study. | 605 | definition | 1.000 | Letter Grades and Grade Points The Semester Grade Point Average (SGPA) is computed from the grades as a measure of the student’s performance in a given semester. | 29 | page=29,block=4 | 0.700 | valid |
| What is a major discipline in the context of higher education? | the discipline or subject of main focus and the degree will be awarded in that discipline | The HEIs can decide on the courses to be offered in the summer term depending on the availability of faculty and the number of students. 3.2. Major and Minor disciplines Major discipline is the discipline or subject of main focus and the degree will be awarded in that discipline. Students should secure the prescribed number of credits (about 50% of total credits) through core courses in the major discipline. Minor discipline helps a student to gain a broader understanding beyond the major discipline. if a student pursuing an Economics major obtains a minimum of 12 credits from a bunch of courses in Statistics, then the student will be awarded B.A. degree in Economics with a Minor in Statistics. 3.2. | 190 | definition | 1.000 | Major and Minor disciplines Major discipline is the discipline or subject of main focus and the degree will be awarded in that discipline. | 9 | page=9,block=4 | 0.700 | valid |
| What is the purpose of a minor discipline? | helps a student to gain a broader understanding beyond the major discipline | The HEIs can decide on the courses to be offered in the summer term depending on the availability of faculty and the number of students. 3.2. Major and Minor disciplines Major discipline is the discipline or subject of main focus and the degree will be awarded in that discipline. Students should secure the prescribed number of credits (about 50% of total credits) through core courses in the major discipline. Minor discipline helps a student to gain a broader understanding beyond the major discipline. if a student pursuing an Economics major obtains a minimum of 12 credits from a bunch of courses in Statistics, then the student will be awarded B.A. degree in Economics with a Minor in Statistics. 3.2. | 429 | definition | 1.000 | Minor discipline helps a student to gain a broader understanding beyond the major discipline. | 9 | page=9,block=4 | 0.700 | valid |
| What lifelong skill should graduates demonstrate the ability to acquire? | ‘learning how to learn skills | ‘Learning how to learn skills: The graduates should be able to demonstrate the ability to: • acquire new knowledge and skills, including ‘learning how to learn skills, that are necessary for pursuing learning activities throughout life, through self-paced and self- directed learning aimed at personal development, meeting economic, social, and cultural objectives, and adapting to changing trades and demands of the workplace, including adapting to the changes in work processes in the context of the fourth industrial revolution, through knowledge/ skill development/reskilling, • work independently, identify appropriate resources required for further learning, • acquire organizational skills and time management to set self-defined goals and targets with timelines. • inculcate a healthy attitude to be a lifelong learner, | 137 | definition | 1.000 | ‘Learning how to learn skills: The graduates should be able to demonstrate the ability to: • acquire new knowledge and skills, including ‘learning how to learn skills, that are necessary for pursuing learning activities throughout life, through self-paced and self- directed learning aimed at personal development, meeting economic, social, and cultural objectives, and adapting to changing trades and demands of the workplace, including adapting to the changes in work processes in the context of the fourth industrial revolution, through knowledge/ skill development/reskilling, • work | ||||
| What ability related to understanding others should graduates demonstrate? | the ability to identify with or understand the perspective, experiences, or points of view of another individual or group | Empathy: The graduates should be able to demonstrate the ability to identify with or understand the perspective, experiences, or points of view of another individual or group, and to identify and understand other people’s emotions. 5.0. Structure of the Undergraduate Programme The UG programme will consist of the following categories of courses and the minimum credit requirements for 3-year UG and 4-year UG (Honours) or UG (Honours with Research) programmes are given below: | 53 | definition | 1.000 | Empathy: The graduates should be able to demonstrate the ability to identify with or understand the perspective, experiences, or points of view of another individual or group, and to identify and understand other people’s emotions. | 19 | page=19,block=4 | 0.700 | valid |
| What is the purpose of Skills Enhancement Courses? | imparting practical skills, hands-on training, soft skills, etc., to enhance the employability of students. | Skills Enhancement Courses (SEC): These courses are aimed at imparting practical skills, hands-on training, soft skills, etc., to enhance the employability of students. The institution may design courses as per the students’ needs and available institutional resources. 5.1. Value-Added Courses (VAC) Common to All UG Students (6-8 credits) i. Understanding India: The course aims at enabling the students to acquire and demonstrate the knowledge and understanding of contemporary India with its historical perspective, the basic framework of the goals and policies of national development, and the constitutional obligations with special emphasis on constitutional values and fundamental rights and duties. | 61 | definition | 1.000 | Skills Enhancement Courses (SEC): These courses are aimed at imparting practical skills, hands-on training, soft skills, etc., to enhance the employability of students. The institution may design courses as per the students’ needs and available institutional resources. | 22 | page=22,block=0 | 0.700 | |
| What is the focus of a major discipline in undergraduate programmes? | the discipline or subject of main focus | The HEIs can decide on the courses to be offered in the summer term depending on the availability of faculty and the number of students. 3.2. Major and Minor disciplines Major discipline is the discipline or subject of main focus and the degree will be awarded in that discipline. Students should secure the prescribed number of credits (about 50% of total credits) through core courses in the major discipline. Minor discipline helps a student to gain a broader understanding beyond the major discipline. if a student pursuing an Economics major obtains a minimum of 12 credits from a bunch of courses in Statistics, then the student will be awarded B.A. degree in Economics with a Minor in Statistics. 3.2. | 190 | definition | 1.000 | Major and Minor disciplines Major discipline is the discipline or subject of main focus and the degree will be awarded in that discipline. | 9 | page=9,block=4 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 16 |
| page=16,block=0 |
| 0.700 |
| valid |
| 17 |
| page=17,block=4 |
| 0.700 |
| valid |
| valid |