149 extractive question-and-answer pairs built from Guidelines for Human Resource Development Centres, 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. 94 of the 149 pairs (63.1%) are explanatory questions and 55 restate a figure. 99.33% 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-human-resource-development-centres-question-and-answer-dataset/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-human-resource-development-centres-question-and-answer-dataset")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
Vice-Chancellor Handbook - Question and Answer Dataset
Economy · 939 rows
Life Skills (Jeevan Kaushal) 2019 course - Question and Answer Dataset
Economy · 164 rows
MMTTP Guidelines - Question and Answer Dataset
Economy · 85 rows
Learning Outcomes-Based Curriculum Framework - Question and Answer Dataset
Economy · 74 rows
Annual Report 2015-16 by agriwelfare.gov.in - Question and Answer Dataset
Economy · 1,013 rows
Higher Education in India - Question and Answer Dataset
Economy · 1,594 rows
Gender Policy of NABARD - Question and Answer Dataset
Economy · 14 rows
ICAR Annual Report 2025-26 - Question and Answer Dataset
Economy · 1,101 rows
First 10 of 149 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the significance of education in social and economic transformation? | the single most important instrument for social and economic transformation | Objectives | 3.Philosophy | 4.Implementation of Scheme | 5.Nature of HRDC under “Blended and Intensified Mission Mode” | 6.Curriculum |7.Eligibility, Target Group and Duration | 8.Procedure for Monitoring the Progress of the Scheme | 9.UGC Financial Assistance for HRDC| 1. INTRODUCTION Education is the single most important instrument for social and economic transformation. As of now, we have more than 950 universities and 42,000 colleges, with total student enrolment of nearly 31 million. | 300 | definition | 1.000 | INTRODUCTION Education is the single most important instrument for social and economic transformation. | 2 | page=2,block=2 | 0.850 | valid |
| What is the structure of the course offered by the NRCs? | a 40 hour module with 20 hours of video content and 20 hours of non-video content | The NRCs have initially developed 3 minute video(s) which have been assessed technically by AICTE and after having met the MOOC guidelines; the same have been approved and uploaded on SWAYAM Portal. The course is a 40 hour module with 20 hours of video content and 20 hours of non-video content. They are offered in a highly flexible format and can be done at one’s own pace and time. | 213 | definition | 1.000 | The course is a 40 hour module with 20 hours of video content and 20 hours of non-video content. | 9 | page=9,block=1 | 0.850 | valid |
| What role is universally accepted as central to the educational system? | the teacher is the pivot of the educational system | are required to champion reason and imagination in engagement with the wider society and its concerns. While it is universally accepted that the teacher is the pivot of the educational system, our system does not provide adequate opportunities for their professional development. Realizing that teachers have to be in the centre stage of these developments, provisions for their motivational training and consistent exposure to innovative trends and advanced knowledge in various disciplines and across disciplines, need to be revisited and re- engineered in consonance with the contemporary scenario of the country. Not only the faculty but new strategies for governance of educational institutions are also needed to promote innovative, broad and dynamic collaborative models. 2. | 141 | definition | 1.000 | While it is universally accepted that the teacher is the pivot of the educational system, our system does not provide adequate opportunities for their professional development. | 3 | page=3,block=1 | 0.700 | valid |
| What is the central philosophy of the Human Resource Development Centre concerning teachers? | the teacher is central to the system | PHILOSOPHY The HRDC's main philosophy is to keep in mind that the teacher is central to the system. As the pace of change has accelerated, the future of higher education has become more unpredictable and discussions about how to maintain its relevance to country’s dream intensified. The world is changing faster than ever and our skill sets have a shorter life; the world is getting more connected that ever before; in this connected world, mentorship takes on new importance and meaning; challenges we face are multi-faceted requiring | 62 | definition | 1.000 | PHILOSOPHY The HRDC's main philosophy is to keep in mind that the teacher is central to the system. | 4 | page=4,block=1 | 0.700 | valid |
| What is the goal of the Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching? | to address important issues pertaining to availability of qualified and competent teachers with systems to support their consistent knowledge up-gradation | along with the technology that fosters it and the people who engage with it. This includes Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT)to address important issues pertaining to availability of qualified and competent teachers with systems to support their consistent knowledge up-gradation to match the global competence and other requirements of fast growing new knowledge in various disciplines and across disciplines. The tertiary education sector has also seen a massive expansion over the past decades. Internationalization of teaching and research are critical objectives for most tertiary institutions. There are a number of motivations for this, including institutional profiling, raising quality standards and global relevance, attracting the best students and staff, generating revenue, and promoting internal diversity. | 171 | definition | 1.000 | This includes Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT)to address important issues pertaining to availability of qualified and competent teachers with systems to support their consistent knowledge up-gradation to match the global competence and other requirements of fast growing new knowledge in various disciplines and across disciplines. | ||||
| What is the goal of the Annual Refresher Programme in Teaching (ARPIT)? | online professional development using the MOOCs platform SWAYAM | The Ministry of Human Resource Development has launched Annual Refresher Programme in Teaching (ARPIT), a major and unique initiative of online professional development using the MOOCs platform SWAYAM. For implementing ARPIT, 75 discipline-specific National Resource Centres (NRCs) have been identified in the first phase, which are tasked to prepare online training material with focus on latest developments in the discipline, new & emerging trends, pedagogical improvements and methodologies for transacting revised curriculum. Through ARPIT all in-service teachers, irrespective of their subject and seniority have been given an enabling opportunity to keep abreast of the latest developments in their disciplines through the technology based online refresher courses. | 137 | definition | 1.000 | The Ministry of Human Resource Development has launched Annual Refresher Programme in Teaching (ARPIT), a major and unique initiative of online professional development using the MOOCs platform SWAYAM. | 9 | page=9,block=1 | 0.700 | valid |
| What is the aim of orientation programmes for heads of departments and other decision-makers? | to familiarize them with the philosophy of orientation to facilitate reform in higher education | Organize orientation programmes for heads of department, principals, deans and other decision-makers to familiarize them with the philosophy of orientation to facilitate reform in higher education through appropriate modification of the management systems at various levels. h. The refresher courses run by the HRDC will provide opportunities for teachers in service to exchange experience with their peers and to mutually learn from each other. i. Provide a forum for serving teachers to keep themselves abreast of the latest | 101 | definition | 1.000 | Organize orientation programmes for heads of department, principals, deans and other decision-makers to familiarize them with the philosophy of orientation to facilitate reform in higher education through appropriate modification of the management systems at various levels. | 14 | page=14,block=1 | 0.700 | valid |
| What is the purpose of the academic advisory committee in HRDCs? | to advice on its programmes and the selection of resource persons | Monitoring, evaluation and quality assurance of HRDC programmes will be done time to time by “Standing Committee” appointed by the UGC based on the inputs provided as per Annexure 11,12 and MoU signed on the prescribed format (Annexure 13). 8.1. Academic Advisory Committee: Besides the Standing Committee at apex level for all HRDCs, each Human Resource Development Centre will have an academic advisory committee with representatives from universities and colleges to advice on its programmes and the selection of resource persons. The Vice-Chancellor of the university at which HRDC is located will be chairman of the committee. All the members of the academic advisory committee will be nominated by the Chairman in consultation with the Director, HRDC. | 467 | definition | 1.000 | Academic Advisory Committee: Besides the Standing Committee at apex level for all HRDCs, each Human Resource Development Centre will have an academic advisory committee with representatives from universities and colleges to advice on its programmes and the selection of resource persons. | 26 | page=26,block=1 | 0.700 | |
| What is the main goal of the UGC-Human Resource Development Centre? | to cater to the needs of the teachers/ principals, research scholars/non-academic staff and to enhance their knowledge/skills through systematic course work and methodologies. | Between University of XXXX And University Grants Commission 1. Description of both institutions: The University of XXXX , a premier institution of Postgraduate teaching and research, was established by an Act xxxxxxxxxxxxxxxx. (A brief description of the University may be written) The UGC-Human Resource Development Centre (UGC-HRDC) (formerly UGC-Academic Staff College) is to cater to the needs of the teachers/ principals, research scholars/non-academic staff and to enhance their knowledge/skills through systematic course work and methodologies. | 376 | definition | 1.000 | (A brief description of the University may be written) The UGC-Human Resource Development Centre (UGC-HRDC) (formerly UGC-Academic Staff College) is to cater to the needs of the teachers/ principals, research scholars/non-academic staff and to enhance their knowledge/skills through systematic course work and methodologies. | 46 | page=46,block=2 | 0.700 | valid |
| What type of institution is the University of XXXX described as? | a premier institution of Postgraduate teaching and research | Between University of XXXX And University Grants Commission 1. Description of both institutions: The University of XXXX , a premier institution of Postgraduate teaching and research, was established by an Act xxxxxxxxxxxxxxxx. (A brief description of the University may be written) The UGC-Human Resource Development Centre (UGC-HRDC) (formerly UGC-Academic Staff College) is to cater to the needs of the teachers/ principals, research scholars/non-academic staff and to enhance their knowledge/skills through systematic course work and methodologies. | 122 | definition | 1.000 | Description of both institutions: The University of XXXX , a premier institution of Postgraduate teaching and research, was established by an Act xxxxxxxxxxxxxxxx. | 46 | page=46,block=2 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 6 |
| page=6,block=1 |
| 0.700 |
| valid |
| valid |