63 extractive question-and-answer pairs built from ugc js v, 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. 45 of the 63 pairs (71.4%) are explanatory questions and 18 restate a figure. 100.00% of rows pass the corpus quality gate.
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import desidata
df = desidata.load("responsibilities-and-role-of-the-university-grants-commission-in-india-question")
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 63 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What does education encompass beyond just acquiring knowledge? | not knowledge alone, but also the capacity to utilize it | Education is not knowledge alone, but also the capacity to utilize it. The quality of education depends on the ability it imparts to make proper use of the learning. | 13 | definition | 1.000 | Education is not knowledge alone, but also the capacity to utilize it. | 4 | page=4,block=1 | 0.850 | valid |
| What responsibilities does the University Grants Commission have in India? | responsible for the coordination, determination and maintenance of standards of university education in India | The University Grants Commission, an apex body of higher education responsible for the coordination, determination and maintenance of standards of university education in India, is celebrating its Golden Jubilee Year during 2002- 2003. As part of the academic activities the UGC has conducted the ‘Golden Jubilee Lecture Series’ throughout the country by eminent individuals who have excelled in their respective fields and made a mark not only in India but abroad too. These Lectures have mostly been organized in Universities located in remote areas. | 67 | definition | 1.000 | The University Grants Commission, an apex body of higher education responsible for the coordination, determination and maintenance of standards of university education in India, is celebrating its Golden Jubilee Year during 2002- 2003. | 3 | page=3,block=0 | 0.700 | valid |
| What is the role of the University Grants Commission in India? | responsible for the coordination, determination and maintenance of standards of university education in India | The University Grants Commission, an apex body of higher education responsible for the coordination, determination and maintenance of standards of university education in India, is celebrating its Golden Jubilee Year during 2002- 2003. As part of the academic activities the UGC has conducted the ‘Golden Jubilee Lecture Series’ throughout the country by eminent individuals who have excelled in their respective fields and made a mark not only in India but abroad too. These Lectures have mostly been organized in Universities located in remote areas. | 67 | definition | 1.000 | The University Grants Commission, an apex body of higher education responsible for the coordination, determination and maintenance of standards of university education in India, is celebrating its Golden Jubilee Year during 2002- 2003. | 3 | page=3,block=0 | 0.700 | valid |
| What is considered the true asset and index of a nation's development in the 21st century? | the intellectual capital of a nation | The Univesity is thus the instrument of the state for the conservation of knowledge, for the discovery of knowledge, for the distribution of knowledge, and above all, for the creation of knowledge-makers.” Sir Asutosh was far ahead of his times and his vision is, indeed, striking. It is only now that we have started saying that the 21st century is going to be the century of knowledge; and that the intellectual capital of a nation, its strue asset and the index of its development, would determine its level of development and ranking in the world. A learned author speaking of the purpose of higher education, recently said : “As society becomes more and more complex, the institutions This lecture was delivered by Justice J.S. Verma at Jamia Millia Islamia on 28 October 2003 as part of the UGC’s Golden Jubilee Lecture Series. | 397 | definition | 1.000 | It is only now that we have started saying that the 21st century is going to be the century of knowledge; and that the intellectual capital of a nation, its strue asset and the index of its development, would determine its level of development and ranking in the world. | 4 | page=4,block=1 | ||
| What is the process of nation building described as? | a process by which emotional integration of the people is achieved | Right to Development as an inalienable human right was recognized in the Declaration made by the UN General Assembly (1986) and reaffirmed in the Vienna Declaration (1993) asserting that ‘the human person is the central subject of development’. Universal emphasis on education as the most potent tool for human development is long recognized. Nation is not just a conglomeration of people within a geographical boundary with self-government. It is something more. Nation building is a process by which emotional integration of the people is achieved. The emotional integration can be achieved and sustained on a strong ethical, legal and material foundation, which can assure dignity of the individual, equality and equal opportunity for development of all the people. | 483 | definition | 1.000 | Nation building is a process by which emotional integration of the people is achieved. | 6 | page=6,block=0 | 0.700 | valid |
| What is Nation? | not just a conglomeration of people within a geographical boundary with self-government | Universal emphasis on education as the most potent tool for human development is long recognized. Nation is not just a conglomeration of people within a geographical boundary with self-government. It is something more. | 108 | definition | 0.980 | Nation is not just a conglomeration of people within a geographical boundary with self-government. | 6 | page=6,block=0 | 0.850 | valid |
| What is identified as the cause for the difference in the contributions of knowledge makers? | the different ethical values of the knowledge makers | It is in the different ethical values of the knowledge makers that we find the cause for the difference in their contribution, even though they are equipped with the same level of knowledge. The purpose of education is to produce knowledge makers with the capacity of making the most profitable use of the acquired knowledge. In his convocation address (1922) at the Calcutta University, Sir Asutosh Mookerji, describing the aim, purpose and true functions of the University in the life of a nation, said : “To my mind the University is a great storehouse of learning, a great bureau of standards, a great workshop of knowledge, a great laboratory for the training as well of men of thoughts as of men of action. | 9 | relationship | 0.970 | It is in the different ethical values of the knowledge makers that we find the cause for the difference in their contribution, even though they are equipped with the same level of knowledge. | 4 | page=4,block=1 | 0.700 | valid |
| What is the role of the ethical component in education? | an element, which caters to this need | Education is not knowledge alone, but also the capacity to utilize it. The quality of education depends on the ability it imparts to make proper use of the learning. In other words, acquiring knowledge coupled with the ability for its proper application is the real education. As such, the traits, which impart the skill of applying the acquired knowledge are of great significance; without the requisite skill of application, the knowledge is a mere treasure trove in a sealed vault. Education includes all that which completes the personality of an aware and cultured citizen. True education must, therefore, provide also the skill for application and enable development of the traits, which nurture its future growth. The ethical component of education is an element, which caters to this need. | 759 | relationship | 0.970 | The ethical component of education is an element, which caters to this need. | 4 | page=4,block=1 | 0.700 | valid |
| What causes differences in contributions among knowledge makers with the same level of knowledge? | the different ethical values of the knowledge makers | It is in the different ethical values of the knowledge makers that we find the cause for the difference in their contribution, even though they are equipped with the same level of knowledge. The purpose of education is to produce knowledge makers with the capacity of making the most profitable use of the acquired knowledge. In his convocation address (1922) at the Calcutta University, Sir Asutosh Mookerji, describing the aim, purpose and true functions of the University in the life of a nation, said : “To my mind the University is a great storehouse of learning, a great bureau of standards, a great workshop of knowledge, a great laboratory for the training as well of men of thoughts as of men of action. | 9 | relationship | 0.970 | It is in the different ethical values of the knowledge makers that we find the cause for the difference in their contribution, even though they are equipped with the same level of knowledge. | 4 | page=4,block=1 | 0.700 | valid |
| What role does operationalisation of fundamental duties play in human resource development? | full human resource development is achieved and the nation’s richest asset is augmented | the methods to operationalise the fundamental duties, has recommended inclusion thereof in the curriculum of studies commencing at the primary level and extending upwards even to the professionals. Later, the National Human Rights Commission has pursued that recommendation and involved the governments and the UGC et cetra in that process. True education required operationalisation of fundamental duties so that full human resource development is achieved and the nation’s richest asset is augmented. Thus imparting ethical values as a significant constituent of education is no longer merely persuasive but a constitutional imperative. It being essential for development and for realization of full potential of the human person, its significance need hardly be emphasized. | 414 | relationship | 0.970 | True education required operationalisation of fundamental duties so that full human resource development is achieved and the nation’s richest asset is augmented. | 6 | page=6,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |