320 extractive question-and-answer pairs built from University Grants Commission, 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. 221 of the 320 pairs (69.1%) are explanatory questions and 99 restate a figure. 99.69% of rows pass the corpus quality gate.
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/guidelines-for-credit-based-course-on-pedagogical-aspects-for-teaching/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# 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("guidelines-for-credit-based-course-on-pedagogical-aspects-for-teaching")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 320 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What does the credit system evaluation assign to educational program components? | credits to its components based on different parameters such as course load, learning outcomes, and contact hours | It signifies the inevitability of redefining the curriculum, keeping pace with the liberalization and globalization in education to allow students, irrespective of any diversity, including students with disabilities, an accessible mode of mobility to various educational institutions with the facility of credit transfer. Evaluation in the credit system needs to describe an educational program by attaching credits to its components based on different parameters such as course load, learning outcomes, and contact hours for teaching and learning. With the flexibility in the selection of subjects and courses, an inclusive Pedagogy characterized by the use of multiple modes of delivery, addressing various learning styles and learning needs of Divyangjans and students with specific learning disabilities (SLDs), needs to be promoted at all levels of education. | 408 | definition | 1.000 | Evaluation in the credit system needs to describe an educational program by attaching credits to its components based on different parameters such as course load, learning outcomes, and contact hours for teaching and learning. | 4 | page=4,block=8 | 0.700 | valid |
| What is the goal of inclusive practice in education? | quality education without discrimination against any learner. | The inclusive practice in education ensures quality education without discrimination against any learner. The guidelines specifically focus on pedagogical aspects of teaching persons with disabilities, including specific learning disabilities in general, and teaching credit-based courses to persons with disabilities, including specific learning disabilities, particularly in a non-conducive inclusive environment. University Grants Commission aims to increase the participation of persons with disabilities in higher education and improve the teaching-learning process and environment so that persons with disabilities, including specific learning disabilities, can enhance their skills, knowledge, and inclusive participation in higher education so that they may become productive citizens of a pluralistic society. | 44 | definition | 1.000 | The inclusive practice in education ensures quality education without discrimination against any learner. The guidelines specifically focus on pedagogical aspects of teaching persons with disabilities, including specific learning disabilities in general, and teaching credit-based courses to persons with disabilities, including specific learning disabilities, particularly in a non-conducive inclusive environment. | ||||
| What is the role of the Academic Bank of Credit in NEP 2020? | allows students of undergraduate (UG) and postgraduate (PG) degree courses with multiple entries and exit in a stipulated time period | NEP 2020 puts the provision of Academic Bank of Credit (ABC) which allows students of undergraduate (UG) and postgraduate (PG) degree courses with multiple entries and exit in a stipulated time period. The credit on these courses consists of 40 for the certificate, 84 for the diploma program, 120 for a bachelor’s degree program, and 160 credits for an honors or research degree program. The Choice Based Credit System (CBCS) provides an opportunity for students irrespective of any diversity including students with disabilities to select courses from the prescribed options, comprising core, elective, and skill or foundation-based courses. CBCS aims to redefine the curriculum, keeping pace with the liberalization and Globalization in education to allow students with an easy mode of mobility to various educational institutions with the facility of credit transfer. | 67 | definition | 1.000 | NEP 2020 puts the provision of Academic Bank of Credit (ABC) which allows students of undergraduate (UG) and postgraduate (PG) degree courses with multiple entries and exit in a stipulated time period. | 8 | |||
| What is the purpose of barrier-free design as described in the policy? | to provide an environment that supports the independent functioning of individuals | Policy directed to ensure inclusion and effective access to education, health, and vocational training along with specialized rehabilitation services for children with disabilities. It also ensures the right to development as well as recognition of special needs and care, and protection of children with severe disabilities. It directed a barrier-free environment to enable persons with disabilities to move about safely and freely, and use the facilities within the built environment. The goal of barrier-free design is to provide an environment that supports the independent functioning of individuals so that they can participate without assistance, in everyday activities. to the maximum extent possible, buildings/places/ transportation systems for public use will be made barrier-free. 1. | 522 | definition | 1.000 | The goal of barrier-free design is to provide an environment that supports the independent functioning of individuals so that they can participate without assistance, in everyday activities. | 10 | page=10,block=0 | 0.700 | |
| What are qualifications as defined in the NHEQF, 2022? | formal ‘awards’ such as a certificate, diploma, or degree | National Higher Education Qualifications Framework (NHEQF), 2022 The draft of the National Higher Education Qualifications Framework (NHEQF) has great implications for the structure of higher education in India. It is a move towards multidisciplinary university education also offering instruction in Indian languages. It also aims to revamp the curriculum, assessment, and support for enriched student experiences. Qualifications are formal ‘awards’ such as a certificate, diploma, or degree. Qualifications are awarded by a competent authority such as a college or university in recognition of the attainment by students of the expected learning outcomes on the successful completion of a particular programme of study. | 435 | definition | 1.000 | Qualifications are formal ‘awards’ such as a certificate, diploma, or degree. | 11 | page=11,block=0 | 0.700 | valid |
| What does the pedagogy for students with disabilities include? | various components for teaching and learning with students with disabilities and specific learning disabilities | Pedagogy for Students with Disabilities This chapter discusses pedagogy that consists of various components for teaching and learning with students with disabilities and specific learning disabilities. Each component is equally important for the teaching and learning of students with disabilities. These components are supplementary and complimentary to each other. 2. Learning Style No two students are exactly alike in their learning styles. Every student including students with disabilities has their preferred way of learning which needs to be kept in mind while teaching. Theories of learning have evolved different learning styles depending upon individual interests, environment, and abilities. Few theories on learning style concentrate on the sensory pathways while other theories focus on the physical environment. Social interaction also contributes to learning. | 89 | definition | 1.000 | Pedagogy for Students with Disabilities This chapter discusses pedagogy that consists of various components for teaching and learning with students with disabilities and specific learning disabilities. | 12 | |||
| What does learning support involve for students with disabilities? | providing opportunities for students with disabilities to complete their learning with reasonable accommodation and additional support | Guidelines for Credit Based Course on Pedagogical Aspects for Teaching Divyangjans and Persons with Specific Learning Disabilities (SLDs) 12 2. Learning Support Learning support is an important component of pedagogy. It includes providing opportunities for students with disabilities to complete their learning with reasonable accommodation and additional support. To provide reasonable accommodation and additional support, stakeholders including teachers should be aware of the needs of persons with disabilities. orientation programs along with the following steps are included: • Availability of a variety of courses. • Providing opportunities to do work-based learning or apprenticeship. • Providing ‘discrete provision’ to meet the individual needs of students and is delivered in a more supported environment. | 229 | definition | 1.000 | It includes providing opportunities for students with disabilities to complete their learning with reasonable accommodation and additional support. | 13 | page=13,block=0 | 0.700 | |
| What is the role of assistive devices for students with disabilities? | to support the pedagogical aspect for learning students with disabilities. | Assistive Devices Support The assistive devices are one of the basic requirements to support the pedagogical aspect for learning students with disabilities. These assistive devices support mostly depends on the need of the individual as per the type of disability. it may be referred as the disability need for specific assistive devices to support a pedagogical aspect of teaching students with disabilities including learning specific learning disabilities. These specific disability needs as listed below in each category of disability provides a generic understanding of diverse needs for various type of students with disabilities as per the RPwD Act, 2016, and accordingly, support of assistive devices may be provided. Some examples of specific support that can be given for different disabilities are as follows: | 82 | definition | 1.000 | Assistive Devices Support The assistive devices are one of the basic requirements to support the pedagogical aspect for learning students with disabilities. These assistive devices support mostly depends on the need of the individual as per the type of disability. | 13 | page=13,block=0 | ||
| What areas of functioning are supported by assistance in motor and fine-motor skills? | motor and/or fine-motor functioning, locomotor, and non-locomotor functioning. | Multiple Disabilities • Support in speech, communication, and social skills. • Support in cognitive functioning (reasoning, problem-solving, etc.) • Specific seating to assist in pain relief and postural control. • Assistance with seating and mobility. • Support in motor and/or fine-motor functioning, locomotor, and non-locomotor functioning. • Assistance in setting, mobility, transfers, and ambulation. • Support to understand information. • Assistance in the use of infrastructure or ICT. • Preferential seating to participate in teaching-learning activities. 2. Curriculum Design and Development Pedagogical aspects are very much related to curriculum design and development. | 266 | definition | 1.000 | • Support in motor and/or fine-motor functioning, locomotor, and non-locomotor functioning. • Assistance in setting, mobility, transfers, and ambulation. | 17 | page=17,block=0 | 0.700 | valid |
| What does screen enhancement software help users do? | to magnify the computer screen or change the contrast to make the content easier to see | • Screen readers: These are read-aloud information on a computer screen, such as written text, or the description of an image provided through alternative text or Alt Text. • Screen enhancement software: allows users to magnify the computer screen or change the contrast to make the content easier to see. Your syllabus will be one of the first contact points that students have with your class. • Providing the document in an accessible format: one that can be read easily and used by assistive technology such as a screen reader will demonstrate that your course is inclusive. • Make the syllabus available electronically to all students, and update it if there are revisions during the course; this could be done through a learning management system, | 217 | definition | 1.000 | • Screen enhancement software: allows users to magnify the computer screen or change the contrast to make the content easier to see. | 35 | page=35,block=9 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 4 |
| page=4,block=8 |
| 0.700 |
| valid |
| page=8,block=2 |
| 0.700 |
| valid |
| valid |
| page=12,block=2 |
| 0.700 |
| valid |
| valid |
| 0.700 |
| valid |