74 extractive question-and-answer pairs built from Learning Outcomes-Based, 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. 53 of the 74 pairs (71.6%) are explanatory questions and 21 restate a figure. 100.00% 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("learning-outcomes-based-curriculum-framework-question-and-answer-dataset")
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 74 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What forms the basis of the learning outcomes-based curriculum framework for undergraduate education? | the expected learning outcomes and academic standards that are expected to be attained by graduates of a programme of study and holder of a qualification | Key outcomes underpinning curriculum planning and development The learning outcomes-based curriculum framework for undergraduate education is a framework based on the expected learning outcomes and academic standards that are expected to be attained by graduates of a programme of study and holder of a qualification. The key outcomes that underpin curriculum planning and development at the undergraduate level include Graduate Attributes, Qualification Descriptors, Programme Learning Outcomes, and Course Learning Outcomes: 1.3. Graduate attributes The graduate attributes reflect the particular quality and feature or characteristics of an individual, including the knowledge, skills, attitudes and values that are expected to be acquired by a graduate through studies at the higher education institution (HEI) such as a college or university. | 163 | definition | 1.000 | Key outcomes underpinning curriculum planning and development The learning outcomes-based curriculum framework for undergraduate education is a framework based on the expected learning outcomes and academic standards that are expected to be attained by graduates of a programme of study and holder of a qualification. | 7 | page=7,block=0 | 0.700 | valid |
| What does 'programme' mean in the field of education? | the entire scheme of study followed by learners leading to a qualification | Programme learning outcomes The outcomes and attributes described in qualification descriptors are attained by students through learning acquired on completion of a programme of study. The term ‘programme’ refers to the entire scheme of study followed by learners leading to a qualification. Individual programmes of study will have defined learning outcomes which must be attaind for the award of a specific certificate/diploma/degree. The programme learning outcomes are aligned with the relevant qualification descriptors. Programme learning outcomes will include subject-specific skills and generic skills, including transferable global skills and competencies, the achievement of which the students of a specific programme of study should be able to demonstrate for the award of the certificate/ Diploma/Degree qualification. | 216 | definition | 1.000 | The term ‘programme’ refers to the entire scheme of study followed by learners leading to a qualification. | 11 | page=11,block=0 | 0.700 | valid |
| What does the Learning Outcomes-Based Approach require for teaching-learning processes in curriculum planning? | that the teaching-learning processes are oriented towards enabling students to attain the defined learning outcomes relating to the courses within a programme | Programme outcomes Courses Course 1 Course 2 Course ... Course … Course … Course … Course … Outcome 1 x x x x x x x Outcome 2 x x x x Outcome … x x x x x Outcome … x x x x Outcome … x x x x Outcome … x x x x x Outcome … x x x 1. Teaching - learning process The Learning Outcomes-Based Approach to curriculum planning and transaction requires that the teaching-learning processes are oriented towards enabling students to attain the defined learning outcomes relating to the courses within a programme. The outcome- based approach, particularly in the context of undergraduate studies, requires a significant shift from teacher-centric to learner-centric pedagogies, and from | 342 | definition | 1.000 | Teaching - learning process The Learning Outcomes-Based Approach to curriculum planning and transaction requires that the teaching-learning processes are oriented towards enabling students to attain the defined learning outcomes relating to the courses within a programme. | 12 | page=12,block=5 | ||
| What is the relation of Keq to fugacity and activity as explained in Physical Chemistry I? | its relation to fugacity and activity | Some examples of course-level learning outcomes relating to courses within B.Sc (Honours) degree programme in chemistry are indicated in the following sections: Physical Chemistry I: States of Matter & Ionic Equilibrium (Semester–I/ Core Course– II): Some examples of course-level learning outcomes that a student of this course is required to demonstrate are indicated below: = Explain the origin of Keq and its relation to fugacity and activity and apply these concepts to ideal and real solutions of electrolytes and non-electrolytes and to colligative properties. = Apply the principles of electrochemistry to conductance, voltaic, and electrolytic systems. = Provide a physical basis for Debye-Huckel theory. = List the methods for arriving at a plausible mechanism and/or rate law based on kinetic information. = Manipulate the gas laws to describe real and ideal gas behavior. = Apply the steady-state hypothesis to obtain rate equations. | 409 | definition | 1.000 | Some examples of course-level learning outcomes relating to courses within B.Sc (Honours) degree programme in chemistry are indicated in the following sections: Physical Chemistry I: States of Matter & Ionic Equilibrium (Semester–I/ Core Course– II): Some examples of course-level learning outcomes that a student of this course is required to demonstrate are indicated below: = Explain the origin of Keq and its relation to fugacity and activity and apply these concepts to ideal and real solutions of electrolytes and non-electrolytes and to colligative properties. | ||||
| What is essential for the existence of life according to organic chemistry? | the harmonious and synchronous progress of chemical reactions in body | Organic Chemistry IV: Biomolecules (Semester–V/ Core Course–XI):Some examples of course-level learning outcomes that a student of this course is required to demonstrate are indicated below: = Recognise that it is the harmonious and synchronous progress of chemical reactions in body which leads to life. = Recognise that chemical reactions involve certain molecules called biomolecules or molecules of life, and that these molecules constitute the source of energy in body, build the body, act as catalyst in many processes and also responsible for the transfer of characters to off springs. = Explain the structures of biomolecules (carbohydrates, proteins, enzymes, lipids and nucleic acids) and their role in life related processes. The basic types of molecules included are carbohydrates, proteins, enzymes, lipids and nucleic acids. | 213 | definition | 1.000 | Organic Chemistry IV: Biomolecules (Semester–V/ Core Course–XI):Some examples of course-level learning outcomes that a student of this course is required to demonstrate are indicated below: = Recognise that it is the harmonious and synchronous progress of chemical reactions in body which leads to life. | ||||
| What is the purpose of the learning outcomes-based curriculum framework? | not intended to promote designing of a national common syllabus for a programme of study | It may be noted that the learning outcomes-based curriculum framework is not intended to promote designing of a national common syllabus for a programme of study or learning contents of courses within each programme of study or to prescribe a set of approaches to teaching-learning process and assessment of student learning levels. Instead, they | 73 | definition | 1.000 | It may be noted that the learning outcomes-based curriculum framework is not intended to promote designing of a national common syllabus for a programme of study or learning contents of courses within each programme of study or to prescribe a set of approaches to teaching-learning process and assessment of student learning levels. | 6 | page=6,block=6 | 0.700 | valid |
| What does cooperation or teamwork involve according to the curriculum framework? | Ability to work effectively and respectfully with diverse teams; facilitate cooperative or coordinated effort on the part of a group | = Cooperation/Team work: Ability to work effectively and respectfully with diverse teams; facilitate cooperative or coordinated effort on the part of a group, and act together as a group or a team in the interests of a common cause and work efficiently as a member of a team. | 25 | definition | 1.000 | = Cooperation/Team work: Ability to work effectively and respectfully with diverse teams; facilitate cooperative or coordinated effort on the part of a group, and act together as a group or a team in the interests of a common cause and work efficiently as a member of a team. | 8 | page=8,block=14 | 0.700 | valid |
| What is Higher education? | considered one of the key drivers of growth performance, prosperity and competitiveness | Education can play a key role in achieving this objective of becoming a global leader of skilled workforce. Higher education is considered one of the key drivers of growth performance, prosperity and competitiveness. Hence, there is a need to bring reforms in the Higher Education System to ensure the relevance of knowledge, identify skills gaps, and launch special programmes for skill development. | 128 | definition | 0.980 | Higher education is considered one of the key drivers of growth performance, prosperity and competitiveness. | 4 | page=4,block=2 | 0.850 | valid |
| What do graduate attributes define? | the characteristics of a student’s university degree programme(s) | The graduate attributes include capabilities that help strengthen one’s abilities for widening current knowledge base and skills, gaining new knowledge and skills, undertaking future studies, performing well in a chosen career and playing a constructive role as a responsible citizen in the society. The graduate attributes define the characteristics of a student’s university degree programme(s), and describe a set of characteristics/competencies that are transferable beyond study of a particular subject area and programme contexts in which they have been developed. Graduate attributes are fostered through meaningful learning experiences made available through the curriculum, the total college/university experiences and a process of critical and reflective thinking. | 331 | definition | 0.980 | The graduate attributes define the characteristics of a student’s university degree programme(s), and describe a set of characteristics/competencies that are transferable beyond study of a particular subject area and programme contexts in which they have been developed. | 7 | page=7,block=0 | 0.700 | |
| What abilities does scientific reasoning provide? | analyse, interpret and draw conclusions from quantitative/qualitative data; and critically evaluate ideas, evidence and experiences from an open-minded and reasoned perspective | 8 Learning Outcomes-based Curriculum Framework for Undergraduate Education = Scientific reasoning: Ability to analyse, interpret and draw conclusions from quantitative/qualitative data; and critically evaluate ideas, evidence and experiences from an open-minded and reasoned perspective. = Reflective thinking: Critical sensibility to lived experiences, with self awareness and reflexivity of both self and society. = Information/digital literacy: Capability to use ICT in a variety of learning situations, demonstrate ability to access, evaluate, and use a variety of relevant information sources; and use appropriate software for analysis of data. = Self-directed learning: Ability to work independently, identify appropriate resources required for a project, and manage a project through to completion. = Multicultural competence: Possess knowledge of the values and beliefs of multiple cultures and a global perspective; and capability to effectively engage in a multicultural society and interact respectfully with diverse groups. = Moral and ethical awareness/reasoning: Ability to embrace moral/ethical values in conducting one’s life, formulate a position/argument about an ethical issue from multiple perspectives, and use ethical practices in all work. |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |
| 22 |
| page=22,block=10 |
| 0.700 |
| valid |
| 24 |
| page=24,block=0 |
| 0.700 |
| valid |
| valid |
| 110 |
| definition |
| 0.980 |
| 8 Learning Outcomes-based Curriculum Framework for Undergraduate Education = Scientific reasoning: Ability to analyse, interpret and draw conclusions from quantitative/qualitative data; and critically evaluate ideas, evidence and experiences from an open-minded and reasoned perspective. |
| 9 |
| page=9,block=0 |
| 0.700 |
| valid |