90 extractive question-and-answer pairs built from Section 15 of NEP 2020 underlines three purposes:, 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. 62 of the 90 pairs (68.9%) are explanatory questions and 28 restate a figure. 100.00% of rows pass the corpus quality gate.
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/section-15-of-nep-2020-transforming-higher-education-institutions-question-and/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("section-15-of-nep-2020-transforming-higher-education-institutions-question-and")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
Vice-Chancellor Handbook - Question and Answer Dataset
Economy · 939 rows
Life Skills (Jeevan Kaushal) 2019 course - Question and Answer Dataset
Economy · 164 rows
MMTTP Guidelines - Question and Answer Dataset
Economy · 85 rows
Learning Outcomes-Based Curriculum Framework - Question and Answer Dataset
Economy · 74 rows
Annual Report 2015-16 by agriwelfare.gov.in - Question and Answer Dataset
Economy · 1,013 rows
Higher Education in India - Question and Answer Dataset
Economy · 1,594 rows
Gender Policy of NABARD - Question and Answer Dataset
Economy · 14 rows
ICAR Annual Report 2025-26 - Question and Answer Dataset
Economy · 1,101 rows
First 10 of 90 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the meaning of the phrase 'Aano bhadra krtavo yantu vishwatah'? | Let noble thoughts come from all directions | University Grants Commission 7 Guidelines for Transforming Higher Education Institutions (HEIs) into multidisciplinary institutions 1. Preamble Aano bhadra krtavo yantu vishwatah Let noble thoughts come from all directions This profound concept from the Rigveda illustrates the recognition of limitless learning in the Vedic Period. India has a rich tradition of the multidisciplinary approach since ages, as exemplified by the ancient institutions such as Nalanda and Takshashila. These higher learning centres of ancient India were known for teaching every branch of knowledge, such as singing, painting, chemistry, mathematics; vocational fields such as carpentry, clothes-making; professional fields such as medicine and engineering; and soft skills such as communication, discussion and debate. | 179 | definition | 1.000 | Preamble Aano bhadra krtavo yantu vishwatah Let noble thoughts come from all directions This profound concept from the Rigveda illustrates the recognition of limitless learning in the Vedic Period. | 8 | page=8,block=0 | 0.700 | valid |
| What is the role of the Inter-University Centres for Teacher Education (IUCTE) under PMMMNMTT? | caters to research and development (R&D) needs of teacher education in the country | The same objective is also largely addressed by the Teaching-Learning Centres (TLCs) and Centres for Excellence in Curriculum and Pedagogy under the same PMMMNMTT scheme. The Inter-University Centres for Teacher Education (IUCTE) under PMMMNMTT caters to research and development (R&D) needs of teacher education in the country. | 245 | definition | 1.000 | The Inter-University Centres for Teacher Education (IUCTE) under PMMMNMTT caters to research and development (R&D) needs of teacher education in the country. | 18 | page=18,block=0 | 0.700 | valid |
| What should collaborating institutions ensure through their physical proximity? | share physical and human resources and ensure easier student and faculty mobility | HEIs should submit proposals to offer a four-year dual-major bachelor’s programme to the regulatory body concerned for recognition. Following the selection procedure, the concerned regulatory bodies will recognize institutions to offer the integrated dual major programmes. c) Operational requirements The physical proximity of the institutions should be such that they can share physical and human resources and ensure easier student and faculty mobility. Collaborative dual-major degree programmes, wherever possible and required, should be offered with the idea of bringing flexibility and interdisciplinarity for the students. The collaborative dual-major degree programme should be naturally feasible and should open new career and employment opportunities for the students. | 374 | relationship | 0.970 | c) Operational requirements The physical proximity of the institutions should be such that they can share physical and human resources and ensure easier student and faculty mobility. | 12 | page=12,block=0 | 0.700 | valid |
| What is the reason for institutions under the same management to consider merging? | to put the academic and physical resources to optimal use and to offer multidisciplinary education. | Merger of HEIs a) Merger of institutions under the same management Institutions functioning under same managements may merge to put the academic and physical resources to optimal use and to offer multidisciplinary education. | 125 | relationship | 0.970 | Merger of HEIs a) Merger of institutions under the same management Institutions functioning under same managements may merge to put the academic and physical resources to optimal use and to offer multidisciplinary education. | 17 | page=17,block=0 | 0.700 | valid |
| What should teaching-learning be connected to as per the Policy on ‘Holistic and Multidisciplinary Education’? | life, community and the world of work, including the environment | Adding New Departments The Policy on ‘Holistic and Multidisciplinary Education’ underlines pulling of courses and resources from a variety of disciplines and providing flexibility to students to choose courses and pathways such that holistic individual development takes place in intellectual, aesthetic, social, physical, emotional and moral dimensions and that 21st century skills/ competencies (including social and life skills) of critical thinking, problem solving, communication, leadership, team work, mastery of curricula across fields, increase in social and moral awareness and creativity and innovation are fully developed and put to practice. The teaching-learning has to be linked to life, community and the world of work, including the environment across all disciplines/ fields of study, including STEM education. | 697 | relationship | 0.970 | The teaching-learning has to be linked to life, community and the world of work, including the environment across all disciplines/ fields of study, including STEM education. | 17 | page=17,block=0 | 0.700 | |
| What role should existing Education Departments play in supporting new Departments of Education? | do hand-holding to guide the new Departments of Education. | an attempt should be made to open Education Departments in select multidisciplinary universities and colleges. Subsequently, other universities and colleges may be taken up in a phased manner for the purpose. Further, these, along with the existing Education Departments in universities and colleges, should be involved in the implementation of NEP 2020 — the already existing Education Departments may be upgraded to play a strategic role in the implementation of NEP 2020 and the planned Departments need to take initiative to supplement the national and institutional initiatives toward its implementation. The existing Education Departments may do hand-holding to guide the new Departments of Education. The norms and standards followed by UGC should be applicable to these selected institutions. | 649 | relationship | 0.970 | The existing Education Departments may do hand-holding to guide the new Departments of Education. The norms and standards followed by UGC should be applicable to these selected institutions. | 19 | page=19,block=0 | 0.700 | |
| What is a consequence of low investment in R&D in the MSME sector? | the research activities in the sector are always low key | Collaboration of HEI clusters with industries and/or government and non- government organizations Most industries in the manufacturing sector in India are in the micro, small and medium category and they largely lack the capacity, in terms of R&D strengths, to face global challenges. It is important that graduates assume multidisciplinary roles. With their contribution in providing employment and to the Gross Domestic Product (GDP) they form an important part of the National economy. the Micro Small and Medium Enterprise (MSME) sector, in general, is characterized by very low investment in R&D and as a consequence, the research activities in the sector are always low key. | 623 | relationship | 0.970 | the Micro Small and Medium Enterprise (MSME) sector, in general, is characterized by very low investment in R&D and as a consequence, the research activities in the sector are always low key. | 25 | page=25,block=0 | 0.700 | valid |
| What can universities and colleges achieve by collaborating with MSMEs? | the huge potential therein can be productively used for running an effective education system and R&D for the industry. | The huge pool of universities and colleges employing a large number of faculty members and enrolling the huge population of students in the country if collaborate with MSME, the huge potential therein can be productively used for running an effective education system and R&D for the industry. If industry can be made to see value in investing efforts in the university eco-system, the R&D potential therein can be used to serve the needs of the country and, a lot of gains can be achieved in bringing prosperity to the nation. students and faculty may be encouraged to undertake projects on issues that local communities face or for the welfare of local artisans and crafts persons. 12. Role of University and Government 1. | 174 | relationship | 0.970 | The huge pool of universities and colleges employing a large number of faculty members and enrolling the huge population of students in the country if collaborate with MSME, the huge potential therein can be productively used for running an effective education system and R&D for the industry. If industry can be made to see value in investing efforts in the university eco-system, the R&D potential therein can be used to serve the needs of the country and, a lot of gains can be achieved in bringing prosperity to the nation. | ||||
| How are students encouraged to decide their occupational choices in higher education institutions? | placement assistance and career guidance | Guidelines for Transforming Higher Education Institutions (HEIs) into Multidisciplinary Institutions 10 • The academic requirements and other details of the programme(s) of study to be offered under collaborative arrangements shall be displayed prominently on the collaborating institutions’ website before the commencement of programmes. • An appropriate mechanism has to be put in place to make available counselling services in all HEIs. Each HEI will encourage students through placement assistance and career guidance to help them decide their occupational choices, facilitate processes to identify employment opportunities and set up interactions with potential employers. | 482 | relationship | 0.970 | Each HEI will encourage students through placement assistance and career guidance to help them decide their occupational choices, facilitate processes to identify employment opportunities and set up interactions with potential employers. | 11 | page=11,block=0 | 0.700 | valid |
| What prevents students in single-stream institutions from accessing multidisciplinary learning opportunities? | rigid disciplinary boundaries and lack of collaboration between institutions | Consolidation of existing HEIs into multidisciplinary degree-granting autonomous colleges through cooperation and collaboration among institutions is outlined in these guidelines. Many industries now look for graduates with sound knowledge of different disciplines. In sync with the market demand, majority of students aspire to acquire multiple skills. Although there are many single-stream institutions in subjects such as Education, Engineering, Management and Law exist in close proximity, rigid disciplinary boundaries and lack of collaboration between institutions deprive students the opportunities of multidisciplinary learning. It is, therefore, essential to capitalize on the proximity of HEIs in offering multidisciplinary programmes. | 494 | relationship | 0.970 | Although there are many single-stream institutions in subjects such as Education, Engineering, Management and Law exist in close proximity, rigid disciplinary boundaries and lack of collaboration between institutions deprive students the opportunities of multidisciplinary learning. | 11 | page=11,block=0 |
Read straight from the file — download or use the API URL for the full dataset.
| valid |
| valid |
| 25 |
| page=25,block=0 |
| 0.700 |
| valid |
| 0.700 |
| valid |