256 extractive question-and-answer pairs built from 29 SahodayaReport, published by cbseacademic.nic.in. The source is a 30-page publication. Source-evidenced topics include 29th national sahodaya conference 2023, cbse, sahodaya school complexes, mumbai sahodaya, national education policy (nep) 2020, quality transformation, education, school systems. 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. Question types in the export: 134 factual, 48 summary, 45 list, 16 relationship, 13 definition. 122 of the 256 pairs (47.7%) ask explanatory questions; the remaining 134 are factual or table-based questions. 97.27% of rows pass the corpus quality gate.
This dataset contains 256 extractive question-and-answer pairs derived from the 29th Sahodaya Conference report, focusing on topics such as education quality transformation, multilingualism, and the role of technology in schools. The dataset includes factual, summary, list, relationship, and definition-based questions, with answers sourced directly from the publication. It highlights discussions by educators, policymakers, and experts on innovative practices and challenges in India's education system. Each record is linked to its original source page for verification.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("cbseacademic-nic-in-0e0e5c7def9a6354bd260c5c8ab87101")
df.head()First 10 of 256 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What key educational shift did Mr. Garg emphasize in his address? | the shift towards competency-based education, indicating a departure from traditional assessment methods | A key aspect of Mr. Garg's address was the shift towards competency-based education, indicating a departure from traditional assessment methods. Learning objectives, according to him, should extend beyond the confines of textbooks. | 39 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | Garg's address was the shift towards competency-based education, indicating a departure from traditional assessment methods. | 9 | page=9,block=0 | 0.850 | valid |
| What core principle of Sahodaya did Mr. Sanjay Kumar emphasize? | its essence as a collective rise | In his address, Mr. Sanjay Kumar, Secretary, Ministry of Education,Govt. of India underscored the core mission of Sahodaya, emphasizing its essence as a collective rise. Expressing concern about the issue of school dropouts, he stressed the imperative that no child should be left behind in terms of education, advocating job opportunities that provide sufficient means for a decent livelihood. Mr. Kumar urged all educators to thoroughly read and familiarize themselves with the PDF document outlining the National Education Policy (NEP) of 2020. Recognizing the CBSE as a forward-looking board, encompassing 28,000 schools and serving around 2.5 crore learners, he emphasized the need for education to be a part of the state subject. He proposed setting a minimum benchmark that every school should strive to achieve. Highlighting the importance of education and its universal accessibility, Mr. | 136 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | of India underscored the core mission of Sahodaya, emphasizing its essence as a collective rise. | 10 | page=10,block=4 | ||
| What do the letters in the ABC of inclusive leadership represent? | Awareness of biases, Belief in equality, and Curiosity | Being an inclusive educational practitioner, she said that habits for inclusive leadership, such as a growth mindset, attention to details, mindfulness, expanding networks, and community engagement. ABC of inclusive leadership: Awareness of biases, Belief in equality, and Curiosity—embracing continuous learning from others. | 228 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | ABC of inclusive leadership: Awareness of biases, Belief in equality, and Curiosity—embracing continuous learning from others. | 14 | page=14,block=0 | 0.700 | valid |
| What does Guha believe leaders need to demonstrate? | role model behaviour characterized by influence and accountability | Guha underscored the significance of nurturing comprehensive market awareness, advocating for a nuanced understanding of the broader business environment to inform judicious decision-making. he highlighted the essential role of leaders as exemplars, stressing the need to embody role model behaviour characterized by influence and accountability. In essence, his discourse serves as a guiding compass for leaders, urging them to embrace adaptability, cultivate market acumen, and exemplify influential and accountable leadership during transitional phases. Dr Milind Naik – Consultative Leadership: Striking a Balance Dr. Milind Naik, Principal of Jnana Prabodhini Prashala, introduces an innovative leadership paradigm—Consultative Leadership. | 279 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | he highlighted the essential role of leaders as exemplars, stressing the need to embody role model behaviour characterized by influence and accountability. | 13 | page=13,block=0 | 0.700 | |
| What does Social and Emotional Learning (SEL) emphasize? | life skills, contributing to academic success and emotional well-being | understanding. Counselling approaches like Cognitive Behavioural Therapy, Family Therapy, Play Therapy, Dialectical Behaviour Therapy, and Person- Centered Therapy can be effective. Social and Emotional Learning (SEL) is an educational approach emphasizing life skills, contributing to academic success and emotional well-being. SEL benefits include improved academic performance and a reduction in behavioural issues. Dr Anand Lakshman – Mera Bachcha Healthy Hai ji Dr Anand Lakshman from AddressHealth Dr Lakshman was passionate about creating awareness amongst educators about the challenges of health which the next generation is going to face. Further he stressed upon the point that India faces a dual challenge of malnutrition (under and over) of both types. He suggested an action triad which focusses on increasing physical activity, good nutrition practices and behaviour modification. | 257 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | Social and Emotional Learning (SEL) is an educational approach emphasizing life skills, contributing to academic success and emotional well-being. | ||||
| What is the goal of the Life Skills Measurement Tool – Middle School? | to assess and nurture these critical life skills essential for their overall growth and well-being | in collaboration with UNICEF and Young Lives India, the psychometrically validated “Life Skills Measurement Tool – Middle School (LSMT – MS) caters to students in grades 6 - 8 (ages 11-14), aiming to assess and nurture these critical life skills essential for their overall growth and well-being. 5. | 197 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | in collaboration with UNICEF and Young Lives India, the psychometrically validated “Life Skills Measurement Tool – Middle School (LSMT – MS) caters to students in grades 6 - 8 (ages 11-14), aiming to assess and nurture these critical life skills essential for their overall growth and well-being. | 29 | page=29,block=0 | 0.700 | valid |
| What opportunity did the CBSE Budding Authors Programme offer to students? | a platform to engage in reading of different types of stories, explore their creativity | By engaging learners in hands-on activities, the project seeks to instil a culture of environmental stewardship. Its focus is on empowering students to drive sustainable lifestyles, envisioning greener school campuses, reduced ecological footprints, resource efficiency, and community engagement for a cleaner, safer, and healthier environment. 3. CBSE Budding Authors Programme CBSE Budding Authors Programme was conducted in Hindi English for the students of classes 5th to 10th .The programme provided the students a platform to engage in reading of different types of stories, explore their creativity. Approximately 7309 students registered for the programme. After the final shortlisting 13 stories in Hindi and 30 stories in English have been published and released now. 4. | 518 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | CBSE Budding Authors Programme CBSE Budding Authors Programme was conducted in Hindi English for the students of classes 5th to 10th .The programme provided the students a platform to engage in reading of different types of stories, explore their creativity. | ||||
| What type of approach to education is suggested by self-directed and self-motivated action? | a proactive approach to education | The speaker underscored the importance of clear learning outcomes, believing that a shared understanding between learners and facilitators can enhance the learning process. The notion of self-directed and self-motivated action as the starting point for learning suggests a proactive approach to education. The speaker argued that active engagement is crucial, as passive learning may not be as effective. Addressing the impact of anxiety and fear on problem-solving abilities, the importance of personalized active learning to reduce such anxiety was highlighted. The concluding remarks emphasized the need to build connections, motivate students to take action, and encourage them to embrace risks. This holistic approach aims to create an environment where students are not only academically engaged but also empowered to navigate challenges confidently. | 271 | definition | 1.000 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | The notion of self-directed and self-motivated action as the starting point for learning suggests a proactive approach to education. | 21 | page=21,block=0 | ||
| What is the SAFAL project described as? | a pioneering initiative extended to all CBSE schools | In her keynote address at the conference, Ms. Nidhi Chhibber, Chairperson, CBSE passionately urged school Principals to proactively embrace and implement the National Education Policy of 2020 (NEP-2020). She underscored the need for substantial changes in the curriculum, particularly in textbooks at both the foundational and secondary stages. Ms. Chhibber informed the Principals about the final draft of the Holistic Report Card designed for classes 1 to 3. Moving forward, she provided detailed insights into the pilot SAFAL project, a pioneering initiative extended to all CBSE schools. She assured that this project is pivotal in transitioning towards a competency-based education system. | 538 | definition | 0.980 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | Moving forward, she provided detailed insights into the pilot SAFAL project, a pioneering initiative extended to all CBSE schools. | 9 | page=9,block=8 | 0.700 | valid |
| What abilities did Dr. Emmanuel encourage principals to help students develop for global participation? | skills that transcend borders and allow students to not only participate but lead in global economy | Joseph Emmanuel, Director (Academics), CBSE, seamlessly navigated through the intricate tapestry of the conference agenda. Recognizing the significance of aligning with the National Education Policy for quality transformation and achieving the goals designed for Viksit Barat by 2047, Dr Emmanuel emphasized on the importance of dynamic curriculum in conformity to NCFFS 2023, in cultivating critical thinking, creativity, and adaptability. He stressed that assessment methods must contribute to holistic development in alignment to with these goals. He envisioned the learning spaces that nurture collaboration, curiosity and inclusivity. In the rapidly changing world, he urged the Principals to prepare students for skills that transcend borders and allow students to not only participate but lead in global economy. | 719 | relationship | 0.970 | https://cbseacademic.nic.in/web_material/Circulars/2024/29_SahodayaReport.pdf | In the rapidly changing world, he urged the Principals to prepare students for skills that transcend borders and allow students to not only participate but lead in global economy. |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |
| valid |
| 23 |
| page=23,block=0 |
| 0.700 |
| valid |
| 28 |
| page=28,block=4 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| 9 |
| page=9,block=0 |
| 0.700 |
| valid |