7 extractive question-and-answer pairs built from Barriers to Equal Access to Higher Education Opportunities for Socio-Economically Disadvantaged Groups at Telangana State Universities | Educational Trend (A Journal of RIE, Ajmer - NCERT), published by ejournals.ncert.gov.in. Source-evidenced topics include higher education opportunities, socio-economically disadvantaged groups, national educational policy-2020, socio-economic factors, institutional factors, gender disparities, inclusive campuses, higher education. 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: 3 factual, 3 list, 1 comparison. 4 of the 7 pairs (57.1%) ask explanatory questions; the remaining 3 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset explores barriers to higher education access for socio-economically disadvantaged groups in Telangana state universities, based on a study published in the journal Educational Trend. It includes seven question-and-answer pairs derived from the source, addressing factors such as socio-economic and institutional barriers, gender disparities, and the role of the National Educational Policy-2020. The study involved 400 postgraduate stakeholders and utilized a self-made five-point Likert scale for data collection. The dataset provides insights into the challenges faced by disadvantaged groups in accessing higher education and the disparities highlighted in NEP-2020 implementation strategies.
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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-61344eec1ccef115ae3c0a609582fd0f")
df.head()First 7 of 7 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Which factors were found to hinder equal access to higher education opportunities more significantly? | Socio-Economic Factors | They also include disparities at the entry-level, in academic interactions and outcomes, and in facilitating inclusive campuses.” (NEP-2020, Implementation Strategies). This research aimed to determine post graduate stockholders’ barriers of equal access to higher education opportunities, as their responses will help to identify and develop a framework for the same. Investigator selected 400 post graduate stockholders as a sample of research. A self-made five-point Likert scale was used to collect data; parametric and non-parametric statistics were used to analyse the data. The researcher found that Socio-Economic Factors were more hinders to equal access to higher education opportunities than Institutional Factors and have shown differences when we compared them based on gender, locality, and social group. | 607 | comparison | 0.840 | https://ejournals.ncert.gov.in/index.php/ET/article/view/5112 | The researcher found that Socio-Economic Factors were more hinders to equal access to higher education opportunities than Institutional Factors and have shown differences when we compared them based on gender, locality, and social group. | p[0] | 0.700 | valid | |
| What barriers prevent socioeconomically disadvantaged groups from accessing higher education opportunities? | Socio-economic Factors and Institutional Factors | Published 2026-04-15 In India, there has recently been a National Educational Policy-2020 include students with socioeconomically disadvantaged groups (SEDG) in all education levels. In recent years, Indian universities have seen a rise in SEDG student numbers access to higher education opportunities. As higher education in India is an important aspect of individual development of social, economic, political, and devotional. Due to the inequalities in the society, the disadvantaged groups are unable to access higher education. It is to be noted that Socio-economic Factors and Institutional Factors were barriers of SEDGs have access to higher education opportunities. “Issues of equity concerns in higher education include regional, social and gender disparities. | 556 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/ET/article/view/5112 | It is to be noted that Socio-economic Factors and Institutional Factors were barriers of SEDGs have access to higher education opportunities. | p[0] | 0.700 | ||
| What concerns are included in equity issues in higher education? | regional, social and gender disparities | Published 2026-04-15 In India, there has recently been a National Educational Policy-2020 include students with socioeconomically disadvantaged groups (SEDG) in all education levels. In recent years, Indian universities have seen a rise in SEDG student numbers access to higher education opportunities. As higher education in India is an important aspect of individual development of social, economic, political, and devotional. Due to the inequalities in the society, the disadvantaged groups are unable to access higher education. It is to be noted that Socio-economic Factors and Institutional Factors were barriers of SEDGs have access to higher education opportunities. “Issues of equity concerns in higher education include regional, social and gender disparities. | 730 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/ET/article/view/5112 | “Issues of equity concerns in higher education include regional, social and gender disparities. | p[0] | 0.700 | valid | |
| What disparities are mentioned in NEP-2020 implementation strategies? | disparities at the entry-level, in academic interactions and outcomes, and in facilitating inclusive campuses | They also include disparities at the entry-level, in academic interactions and outcomes, and in facilitating inclusive campuses.” (NEP-2020, Implementation Strategies). This research aimed to determine post graduate stockholders’ barriers of equal access to higher education opportunities, as their responses will help to identify and develop a framework for the same. Investigator selected 400 post graduate stockholders as a sample of research. A self-made five-point Likert scale was used to collect data; parametric and non-parametric statistics were used to analyse the data. The researcher found that Socio-Economic Factors were more hinders to equal access to higher education opportunities than Institutional Factors and have shown differences when we compared them based on gender, locality, and social group. | 18 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/ET/article/view/5112 | They also include disparities at the entry-level, in academic interactions and outcomes, and in facilitating inclusive campuses.” (NEP-2020, Implementation Strategies). | ||||
| What tool was used to collect data in the research? | A self-made five-point Likert scale | They also include disparities at the entry-level, in academic interactions and outcomes, and in facilitating inclusive campuses.” (NEP-2020, Implementation Strategies). This research aimed to determine post graduate stockholders’ barriers of equal access to higher education opportunities, as their responses will help to identify and develop a framework for the same. Investigator selected 400 post graduate stockholders as a sample of research. A self-made five-point Likert scale was used to collect data; parametric and non-parametric statistics were used to analyse the data. The researcher found that Socio-Economic Factors were more hinders to equal access to higher education opportunities than Institutional Factors and have shown differences when we compared them based on gender, locality, and social group. | 447 | factual | 0.570 | https://ejournals.ncert.gov.in/index.php/ET/article/view/5112 | Investigator selected 400 post graduate stockholders as a sample of research. A self-made five-point Likert scale was used to collect data; parametric and non-parametric statistics were used to analyse the data. | p[0] | |||
| How many postgraduate stakeholders were selected as a sample for the research? | 400 post graduate stockholders | They also include disparities at the entry-level, in academic interactions and outcomes, and in facilitating inclusive campuses.” (NEP-2020, Implementation Strategies). This research aimed to determine post graduate stockholders’ barriers of equal access to higher education opportunities, as their responses will help to identify and develop a framework for the same. Investigator selected 400 post graduate stockholders as a sample of research. A self-made five-point Likert scale was used to collect data; parametric and non-parametric statistics were used to analyse the data. The researcher found that Socio-Economic Factors were more hinders to equal access to higher education opportunities than Institutional Factors and have shown differences when we compared them based on gender, locality, and social group. | 391 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/ET/article/view/5112 | Investigator selected 400 post graduate stockholders as a sample of research. | p[0] | 0.700 | valid | |
| What policy in India aims to include socioeconomically disadvantaged groups in all education levels? | National Educational Policy-2020 | Published 2026-04-15 In India, there has recently been a National Educational Policy-2020 include students with socioeconomically disadvantaged groups (SEDG) in all education levels. In recent years, Indian universities have seen a rise in SEDG student numbers access to higher education opportunities. As higher education in India is an important aspect of individual development of social, economic, political, and devotional. Due to the inequalities in the society, the disadvantaged groups are unable to access higher education. It is to be noted that Socio-economic Factors and Institutional Factors were barriers of SEDGs have access to higher education opportunities. “Issues of equity concerns in higher education include regional, social and gender disparities. | 57 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/ET/article/view/5112 | Published 2026-04-15 In India, there has recently been a National Educational Policy-2020 include students with socioeconomically disadvantaged groups (SEDG) in all education levels. | p[0] | 0.700 |
Read straight from the file — download or use the API URL for the full dataset.
| valid |
| p[0] |
| 0.700 |
| valid |
| 0.700 |
| valid |
| valid |