49 extractive question-and-answer pairs built from Guru Dakshta, 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. 24 of the 49 pairs (49.0%) are explanatory questions and 25 restate a figure. 97.96% of rows pass the corpus quality gate.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("guru-dakshta-faculty-induction-programme-question-and-answer-dataset")
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 49 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What aspect of a nation is being redefined by globalization in relation to global markets, agreements, values, and traditions? | the role of a nation | Globalization is redefining the role of a nation in terms of global markets, agreements, values and traditions. There is a need to analyze this in the context of higher education in India, which is steadily expanding with the large network of institutions. As a response to this, educators need to rethink the ways teaching and learning ought to happen in the era of knowledge economy. Our former President, Dr. Sarvepalli Radhakrishnan emphasized that “Teachers should be the best minds in the country.” Preparing a potentially efficient generation of teachers,which can lead the nation to the higher notches commensurate with the global demand of education, is the need of the hour. | 28 | definition | 1.000 | Globalization is redefining the role of a nation in terms of global markets, agreements, values and traditions. | 5 | page=5,block=1 | 0.700 | valid |
| What framework is mentioned for revising the curriculum at regular intervals? | Learning Outcome based Curriculum Framework (LOCF) | Improve the graduate outcomes Promote student linkages with society and industry Train students in professional & soft skills Teacher Vacancy not to exceed 10 % of sanctioned strength All HEIs to obtain minimum NAAC score of 2.5 by 2022 Objectives Initiatives to be undertaken by HEIs 1. Student Centric Initiations including Induction Programme for students - Deeksharambh. 2. Learning Outcome based Curriculum Framework (LOCF)- revision of curriculum at regular intervals. 3. Use of ICT based learning tools for effective teaching-learning process including MOOCs and online degrees. 4. Imparting Life Skills (Jeevan Kaushal) to students. 5. Social and Industry connect for every institution: Every institution shall adopt at least 5 villages for exchange of knowledge and for the overall social/ economic betterment of the village communities. | 378 | definition | 1.000 | 2. Learning Outcome based Curriculum Framework (LOCF)- revision of curriculum at regular intervals. | 31 | page=31,block=2 | 0.700 | valid |
| What helps new teachers improve their teaching and management skills? | Understanding and capabilities in these areas along with awareness of policies, governance and administrative structures | Understanding and capabilities in these areas along with awareness of policies, governance and administrative structures can help new teachers entering higher education to improve their teaching and management skills, adjust to the culture of higher education institutions, and better understand their professional responsibilities. The teachers are also expected to have a clear understanding of planning curriculum and pedagogical strategies, generating new knowledge for an equitable society, maintenance of academic integrity and integrating sustainability in teaching and personal life. With these goals in mind, MHRD and UGC have been jointly working towards developing a broad Faculty Induction Programme (FIP) Content Framework for inducting new teachers to the system. | 0 | summary | 0.970 | Understanding and capabilities in these areas along with awareness of policies, governance and administrative structures can help new teachers entering higher education to improve their teaching and management skills, adjust to the culture of higher education institutions, and better understand their professional responsibilities. | ||||
| What is the goal of the Faculty Induction Programme Content Framework? | inducting new teachers to the system | Understanding and capabilities in these areas along with awareness of policies, governance and administrative structures can help new teachers entering higher education to improve their teaching and management skills, adjust to the culture of higher education institutions, and better understand their professional responsibilities. The teachers are also expected to have a clear understanding of planning curriculum and pedagogical strategies, generating new knowledge for an equitable society, maintenance of academic integrity and integrating sustainability in teaching and personal life. With these goals in mind, MHRD and UGC have been jointly working towards developing a broad Faculty Induction Programme (FIP) Content Framework for inducting new teachers to the system. | 740 | summary | 0.970 | With these goals in mind, MHRD and UGC have been jointly working towards developing a broad Faculty Induction Programme (FIP) Content Framework for inducting new teachers to the system. | 5 | page=5,block=1 | 0.700 | valid |
| What is the impact of faculty development in academia? | promoting academic excellence and innovation | This induction programme will include teaching and research methodologies (flip classrooms, collaborative learning, case approach), use of ICT, curriculum structure and design, sensitization to gender and social diversity, professional ethics, sharing of best practices and updating developments in their field of study, etc. Faculty development has a critical role to play in promoting academic excellence and innovation. This is one of the priority actions aimed at imrpving the professional capability and performance of teachers to deliver effective and quality learning. | 377 | summary | 0.970 | Faculty development has a critical role to play in promoting academic excellence and innovation. | 7 | page=7,block=0 | 0.700 | valid |
| What types of curriculum reforms are highlighted in the Faculty Induction Programme? | curriculum reforms in the context of interdisciplinarity, multi-disciplinarity and applied approaches to knowledge | 2. Implement curriculum reforms in the context of interdisciplinarity, multi-disciplinarity and applied approaches to knowledge. 3. Adopt flexible evaluation processes which are more scientific to evaluate multiple skills and competencies of students. 4. Promote four possible types of faculty development: personal (interpersonal skills, career development, and life planning issues); instructional (course design and development, instructional technology); organisational (ways to improve the institutional environment to better support teaching); and professional (ways to support faculty members so that they fulfil their multiple roles of teaching, research, and service). | 13 | summary | 0.970 | Implement curriculum reforms in the context of interdisciplinarity, multi-disciplinarity and applied approaches to knowledge. | 7 | page=7,block=6 | 0.700 | valid |
| Which publication examines the effects of ICT-driven teaching methods on high school mathematics outcomes? | ICT Driven Pedagogies and Its Impact on Learning Outcomes in High School Mathematics | ICT in Education: A Critical Literature Review and Its Implications, By Fu, Jo Shan, International Journal of Education and Development using Information and Communication Technology, Vol. 9, No. 1, April 1, 2013 4. Meeting the Standards in Using ICT for Secondary Teaching, By Steve Kennewell, RoutledgeFalmer, 2004 5. ICT and Special Educational Needs: A Tool for Inclusion, By Lani Florian; John Hegarty, Open University Press, 2004 6. History, ICT, and Learning in the Secondary School, By Terry Haydn; Christine Counsell, Routledge Falmer, 2002 7. ICT and the Greatest Technology: A Teacher’s Mind, By Hatherly, Ann, Early Childhood Folio, Vol. 13, Annual 2009 8. ICT Driven Pedagogies and Its Impact on Learning Outcomes in High School Mathematics, By Chandra, Vinesh; Briskey, Jo, International Journal of Pedagogies and Learning, Vol. 7, No. 1, October 1, 2012 9. | 669 | summary | 0.970 | 13, Annual 2009 8. ICT Driven Pedagogies and Its Impact on Learning Outcomes in High School Mathematics, By Chandra, Vinesh; Briskey, Jo, International Journal of Pedagogies and Learning, Vol. | 17 | |||
| What is the goal of the assignment in the Faculty Induction Programme? | to reveal the enhancement in skill of strategic planning of the trainee teacher. | 25 GURU-DAKSHTA Faculty Induction Programme (FIP) 3 Understanding dynamic status of faculty members and enrolled students in the institutions: Coping mechanism with work, Strategy of inter and intra university coordination Activities: Brain storming sessions, Group activities and presentations, Moderator led discussions, Individual activity, Question and answer sessions Case Study, Discussion Group, Panel Discussion, Hands-on experiences. Assessments: Development of Assessment metrics for Institutional effectiveness and learning outcomes. An assignment to reveal the enhancement in skill of strategic planning of the trainee teacher. | 559 | summary | 0.970 | An assignment to reveal the enhancement in skill of strategic planning of the trainee teacher. | 27 | page=27,block=0 | 0.700 | valid |
| What is the purpose of adopting at least five villages by every institution? | exchange of knowledge and for the overall social/ economic betterment of the village communities | Improve the graduate outcomes Promote student linkages with society and industry Train students in professional & soft skills Teacher Vacancy not to exceed 10 % of sanctioned strength All HEIs to obtain minimum NAAC score of 2.5 by 2022 Objectives Initiatives to be undertaken by HEIs 1. Student Centric Initiations including Induction Programme for students - Deeksharambh. 2. Learning Outcome based Curriculum Framework (LOCF)- revision of curriculum at regular intervals. 3. Use of ICT based learning tools for effective teaching-learning process including MOOCs and online degrees. 4. Imparting Life Skills (Jeevan Kaushal) to students. 5. Social and Industry connect for every institution: Every institution shall adopt at least 5 villages for exchange of knowledge and for the overall social/ economic betterment of the village communities. | 749 | summary | 0.970 | Social and Industry connect for every institution: Every institution shall adopt at least 5 villages for exchange of knowledge and for the overall social/ economic betterment of the village communities. | 31 | page=31,block=2 | ||
| What determines prosperity, welfare, and security in a world driven by science and technology? | education | This is possible only by means of a well-planned in- service teacher education system which is capable of equipping the teachers with the vision and evolution of higher education in India along with global perspectives. The Kothari Commission (1964) remarks “destiny of India is now being shaped in her classrooms. This, we believe, is no more rhetoric. In a world based on science and technology, it is education that determines the level of prosperity, welfare and security of the people” is still relevant in the context of teacher education. The teacher education in India, over the years, has been striving to make the teachers internalize this mission and steer them towards achieving it. But unlike the teachers in school education, a faculty in higher education joins the teaching profession without any formal training in teaching, learning and assessment. | 69 | definition | 0.940 | This is possible only by means of a well-planned in- service teacher education system which is capable of equipping the teachers with the vision and evolution of higher education in India along with global perspectives. | 5 | page=5,block=1 |
Read straight from the file — download or use the API URL for the full dataset.
| 5 |
| page=5,block=1 |
| 0.700 |
| valid |
| page=17,block=0 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| 0.700 |
| valid |