998 extractive question-and-answer pairs built from National Curriculum, published by ncert.nic.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. 787 of the 998 pairs (78.9%) are explanatory questions and 211 restate a figure. 100.00% of rows pass the corpus quality gate.
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import desidata
df = desidata.load("national-curriculum-framework-2005-question-and-answer-dataset")
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Strong coverage with minor gaps in documentation or freshness.
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First 10 of 998 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the nature of education as described? | not a physical thing that can be delivered through the post or through a teacher | Achieving some degree of success in this area would also signify that we have learnt to appreciate the capacity for learning and the futility of filling up children’s memory banks with information that is best kept as ink marks on paper or bits on a computer disc. Education is not a physical thing that can be delivered through the post or through a teacher. Fertile and robust education is always created, rooted in the physical and cultural soil of the child, and nourished through interaction with parents, teachers, fellow students and | 278 | definition | 1.000 | Education is not a physical thing that can be delivered through the post or through a teacher. | 2 | page=2,block=1 | 0.850 | valid |
| What is said about the success stories and failures of learners? | a few success stories, but much larger are the numbers of learners who fail and thus internalise a sense of inadequacy | These perceptions are grounded in the notion that inferiority and inequality are inherent in gender, caste and physical and intellectual disability. There are a few success stories, but much larger are the numbers of learners who fail and thus internalise a sense of inadequacy. Realising the constitutional values of equality is possible only if we prepare teachers to treat all children equally. | 159 | definition | 1.000 | There are a few success stories, but much larger are the numbers of learners who fail and thus internalise a sense of inadequacy. | 42 | page=42,block=1 | 0.850 | valid |
| What role does conflict play in children's lives? | an inescapable part of children’s lives | If children’s social experiences are to be brought into the classroom, it is inevitable that issues of conflict will need to be addressed. Conflict is an inescapable part of children’s lives. They constantly encounter situations that call for moral assessment and action, whether in relation to subjective experiences of conflict involving the self, family and society, or in dealing with exposure to violent conflict in the contemporary world. | 151 | definition | 1.000 | Conflict is an inescapable part of children’s lives. | 43 | page=43,block=1 | 0.850 | valid |
| What does the answer to the question about educational aims include? | a vision of the capabilities and values that every individual must have and a socio-political and cultural vision for society | The question, ‘What should be taught to the young’? derives from a deeper question, namely, What aims are worth pursuing in education? The answer is a vision of the capabilities and values that every individual must have and a socio-political and cultural vision for society. This is not a single aim, but a set of aims. | 149 | definition | 1.000 | The answer is a vision of the capabilities and values that every individual must have and a socio-political and cultural vision for society. | 43 | page=43,block=33 | 0.850 | valid |
| What is the purpose of the three-language formula? | an attempt to address the challenges and opportunities of the linguistic situation in India | Today, we know for certain that bilingualism or multilingualism confers definite cognitive advantages. The three-language formula is an attempt to address the challenges and opportunities of the linguistic situation in India. It is a strategy that should really serve as a launching pad for learning more languages. | 133 | definition | 1.000 | The three-language formula is an attempt to address the challenges and opportunities of the linguistic situation in India. | 56 | page=56,block=1 | 0.850 | valid |
| What are the characteristics of the raw materials used in craft? | all indigenously available, and environmentally friendly | Music, Heritage Craft Traditions Craft is a productive process, a wonderful indigenous technology that is far from outmoded. The raw materials are all indigenously available, and environmentally friendly. There is a rich resource of living craft skills, techniques, designs and products that would and could form a rich core resource for the curricular areas of both art and work. | 147 | definition | 1.000 | The raw materials are all indigenously available, and environmentally friendly. | 74 | page=74,block=1 | 0.850 | valid |
| What ability is essential for all animal species? | a vital faculty of all animal species | The habitat is where any species finds conditions that permit it to thrive. Learning is a vital faculty of all animal species. Animals learn about the features of their own habitat by picking up clues as to where they may expect to find food or meet social companions or encounter enemies. | 88 | definition | 1.000 | Learning is a vital faculty of all animal species. | 83 | page=83,block=9 | 0.850 | valid |
| What can a teacher do if there is no library room? | no library room, the teacher can bring out books appropriate to the age group and allow children to choose from the set | They return the books borrowed the previous week and borrow new ones. If there is no library room, the teacher can bring out books appropriate to the age group and allow children to choose from the set. It is important to let the child choose rather than having the teacher distribute the books. | 82 | definition | 1.000 | If there is no library room, the teacher can bring out books appropriate to the age group and allow children to choose from the set. | 110 | page=110,block=26 | 0.850 | valid |
| What is suggested as a comprehensive value framework for national development? | Peace as a precondition for national development and as a social temper | Peace as a precondition for national development and as a social temper is proposed as a comprehensive value framework that has immense relevance today in view of the growing tendency across the world towards intolerance and violence as a way of resolving conflicts. The potential of peace education for socialising children into a democratic and just culture can be actualised through appropriate activities and a judicious choice of topics in all subjects and at all stages. Peace education as an area of study is recommended for inclusion in the curriculum for teacher education. The school ethos is discussed as a dimension of the curriculum as it predisposes the child towards the aims of education and strategies of learning necessary for success at school. As a resource, school time needs to be planned in a flexible manner. | 0 | definition | 1.000 | Peace as a precondition for national development and as a social temper is proposed as a comprehensive value framework that has immense relevance today in view of the growing tendency across the world towards intolerance and violence as a way of resolving conflicts. | 9 | |||
| What should the curriculum be conceptualised as to achieve educational objectives? | a structure that articulates required experiences | It also makes learning from each other a matter of little consequence. Education must be able to promote values that foster peace, humaneness and tolerance in a multicultural society. This document seeks to provide a framework within which teachers and schools can choose and plan experiences that they think children should have. In order to realise educational objectives, the curriculum should be conceptualised as a structure that articulates required experiences. For this, it should address some basic questions: | 418 | definition | 1.000 | In order to realise educational objectives, the curriculum should be conceptualised as a structure that articulates required experiences. | 21 | page=21,block=1 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| page=9,block=0 |
| 0.700 |
| valid |