1350 extractive question-and-answer pairs built from nf2005-english, published by ncert.nic.in. The source is a 159-page publication. Source-evidenced topics include national curriculum framework 2005, ncert, yash pal, education, curriculum, mother tongue, teacher, plurality. 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. Question types in the export: 515 factual, 271 list, 234 relationship, 207 summary, 102 definition, 21 comparison. 835 of the 1350 pairs (61.9%) ask explanatory questions; the remaining 515 are factual or table-based questions. 99.48% 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("ncert-nic-in-f6cd643512b91ad51eb6337a56ce1099")
df.head()First 10 of 1,350 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What can a teacher do if a library room is unavailable? | 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 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | 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 considered an essential ability of 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 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | Learning is a vital faculty of all animal species. | 83 | page=83,block=9 | 0.850 | valid |
| What is described as a broader process that is often limited to textbook changes during reform? | a much wider process, curriculum reform seldom goes beyond changing the textbook | Popular perception treats the textbook as the prime site for curriculum designing. Though curriculum planning is a much wider process, curriculum reform seldom goes beyond changing the textbook. Improved textbooks that are carefully written and designed, professionally edited and tested, offering not merely factual information but also interactive spaces for children are important. | 113 | definition | 1.000 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | Though curriculum planning is a much wider process, curriculum reform seldom goes beyond changing the textbook. | 108 | page=108,block=25 | 0.850 | valid |
| What is said about the success and failure 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 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | 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 is the phase of life characterized by significant physical changes and identity formation? | a period of intense physical change and formation of identity | Secondary school is a period of intense physical change and formation of identity. It is also the period of intense vibrancy and energy. | 20 | definition | 1.000 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | Secondary school is a period of intense physical change and formation of identity. | 87 | page=87,block=19 | 0.850 | valid |
| What is the place where a species can thrive called? | where any species finds conditions that permit it to thrive | The habitat is where any species finds conditions that permit it to thrive. Learning is a vital faculty of all animal species. | 15 | definition | 1.000 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | The habitat is where any species finds conditions that permit it to thrive. | 83 | page=83,block=9 | 0.850 | valid |
| What is the purpose of the three-language formula in India? | 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 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | 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 |
| How are potential and capability viewed in the context of the curriculum? | not as fixed but dynamic and capable of development through direct self-experience | and potential are seen not as fixed but dynamic and capable of development through direct self-experience. The curriculum will be designed so as to provide opportunities to directly observe learners at play and work; assignments to help teachers understand learners' questions and observations about natural and social phenomena; insights into children's thinking and learning; and opportunities to listen to children with attention, humour and empathy. • Learning should be appreciated as a participatory process that takes place in the shared social context of the learner's immediate peers as well as the wider social community or the nation as a whole. Ideas expressed by educational thinkers such as Gandhi, Tagore, Sri Aurobindo, Gijubhai, J. | 23 | definition | 1.000 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | and potential are seen not as fixed but dynamic and capable of development through direct self-experience. | 128 | page=128,block=1 | 0.700 | valid |
| How could single and two-teacher primary schools be reconceptualised? | as a learning group with different abilities and learning needs | Single and two- teacher primary schools could be reconceptualised as a learning group with different abilities and learning needs rather than as 'multigrade' classrooms requiring time- management techniques. Assessing children for what they have learnt could also then take place over a longer cycle of years spent in school, rather than as yearly requirements spelt out for each class, in hierarchical progression. This would allow more respect for children's pace of learning. Schemes such as the Minimum Levels of Learning (MLL) reinforced not only the rigid adherence to year-end outcomes, but also allowed for these to be further narrowed to lessons. | 66 | definition | 1.000 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | Single and two- teacher primary schools could be reconceptualised as a learning group with different abilities and learning needs rather than as 'multigrade' classrooms requiring time- management techniques. | 84 | page=84,block=9 | 0.700 | valid |
| How is knowledge treated in the practice of teacher education? | as 'given', embedded in the curriculum and accepted without question | There is little space for engagement with innovative educational experiments. Experiences in the practice of teacher education indicate that knowledge is treated as 'given', embedded in the curriculum and accepted without question. Curriculum, syllabi and textbooks are never critically examined by the student-teacher or the regular teacher. Language proficiency of the teacher needs to be enhanced, and the existing teacher education programmes do not recognise the centrality of language in the curriculum. It is assumed that links between instructional models and teaching of specific subjects are automatically formed during the programme. Most teacher education programmes provide little scope for student-teachers to reflect on their experiences and thus fail to empower teachers as agents of change | 162 | definition | 1.000 | https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf | Experiences in the practice of teacher education indicate that knowledge is treated as 'given', embedded in the curriculum and accepted without question. | 126 | page=126,block=12 |
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| 0.700 |
| valid |