4 extractive question-and-answer pairs built from English Medium Instruction in Odisha Adarsha Vidyalayas: Policies, Practices, and Promise of Quality Education | Voices of Teachers and Teacher Educators, published by ejournals.ncert.gov.in. Source-evidenced topics include english medium instruction, odisha adarsha vidyalayas, educational divide, socioeconomic mobility, bilingual approaches, multilingual pedagogies, linguistic estrangement, student outcome analysis. 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: 2 factual, 1 list, 1 summary. 2 of the 4 pairs (50.0%) ask explanatory questions; the remaining 2 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset explores the implementation of English Medium Instruction (EMI) in Odisha Adarsha Vidyalayas (OAVs), focusing on its goals, challenges, and teaching practices. EMI aims to bridge the educational divide and provide high-quality education to underprivileged and rural populations. However, linguistic estrangement among students and the informal use of bilingual approaches by teachers highlight challenges in achieving equitable learning outcomes. The study uses methods like interviews, focus groups, classroom observations, and student outcome analysis to evaluate EMI policies and practices.
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# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("ejournals-ncert-gov-in-589d069c533ff631076d4e5a2a89d740")
df.head()First 4 of 4 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What is the goal of implementing English Medium Instruction by Odisha Adarsha Vidyalayas? | to bridge the educational divide and provide underprivileged and rural populations access to high-quality education | Published 2026-02-12 The implementation of English Medium Instruction (EMI) by Odisha Adarsha Vidyalayas (OAVs) aimed to bridge the educational divide and provide underprivileged and rural populations access to high-quality education. In this paper, the author argues that despite its policy driven promises of socioeconomic mobility, English medium education frequently aggravates the pre-existing educational disparities. EMI’s official policy and its actual implementation on the ground are examined in this study through semi-structured interviews, focus group discussions, classroom observations and student outcome analysis from OAVs in the districts of Mayurbhanj and Cuttack in the state of Odisha. | 118 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5051 | Published 2026-02-12 The implementation of English Medium Instruction (EMI) by Odisha Adarsha Vidyalayas (OAVs) aimed to bridge the educational divide and provide underprivileged and rural populations access to high-quality education. | p[0] | 0.700 | valid | |
| What methods were used to examine EMI’s official policy and its implementation in Odisha Adarsha Vidyalayas? | semi-structured interviews, focus group discussions, classroom observations and student outcome analysis | Published 2026-02-12 The implementation of English Medium Instruction (EMI) by Odisha Adarsha Vidyalayas (OAVs) aimed to bridge the educational divide and provide underprivileged and rural populations access to high-quality education. In this paper, the author argues that despite its policy driven promises of socioeconomic mobility, English medium education frequently aggravates the pre-existing educational disparities. EMI’s official policy and its actual implementation on the ground are examined in this study through semi-structured interviews, focus group discussions, classroom observations and student outcome analysis from OAVs in the districts of Mayurbhanj and Cuttack in the state of Odisha. | 525 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5051 | EMI’s official policy and its actual implementation on the ground are examined in this study through semi-structured interviews, focus group discussions, classroom observations and student outcome analysis from OAVs in the districts of Mayurbhanj and Cuttack in the state of Odisha. | ||||
| What issue do children commonly face despite being taught in English? | linguistic estrangement | The statistics show that, despite being taught in English, children commonly experience linguistic estrangement, with teachers resorting to ‘unofficial’ bilingual approaches to improve comprehension. The technique has proven to be substantially more effective in aiding student learning despite its informality. Through this study, it is argued that the current EMI approach, which encourages instruction in English-only, needs to be re-evaluated. It makes the case for the official integration of bilingual resources assessments and multilingual pedagogies in order to better match students’ linguistic realities and attain more equitable learning outcomes. To fully realise EMI’s potential in promoting social justice and educational equity in India, the study suggests that policy must change toward a more inclusive multilingual approach. | 88 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5051 | The statistics show that, despite being taught in English, children commonly experience linguistic estrangement, with teachers resorting to ‘unofficial’ bilingual approaches to improve comprehension. | p[0] | |||
| What teaching approach do teachers use to improve comprehension despite its informality? | ‘unofficial’ bilingual approaches | The statistics show that, despite being taught in English, children commonly experience linguistic estrangement, with teachers resorting to ‘unofficial’ bilingual approaches to improve comprehension. The technique has proven to be substantially more effective in aiding student learning despite its informality. Through this study, it is argued that the current EMI approach, which encourages instruction in English-only, needs to be re-evaluated. It makes the case for the official integration of bilingual resources assessments and multilingual pedagogies in order to better match students’ linguistic realities and attain more equitable learning outcomes. To fully realise EMI’s potential in promoting social justice and educational equity in India, the study suggests that policy must change toward a more inclusive multilingual approach. | 140 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5051 | The statistics show that, despite being taught in English, children commonly experience linguistic estrangement, with teachers resorting to ‘unofficial’ bilingual approaches to improve comprehension. |
Read straight from the file — download or use the API URL for the full dataset.
| p[0] |
| 0.700 |
| valid |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |