88 extractive question-and-answer pairs built from Sep Fin2021, published by cbseacademic.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. 60 of the 88 pairs (68.2%) are explanatory questions and 28 restate a figure. 100.00% of rows pass the corpus quality gate.
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https://www.desidata.in/api/datasets/stakeholder-engagement-plan-sep-final-2021-question-and-answer-dataset/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
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import desidata
df = desidata.load("stakeholder-engagement-plan-sep-final-2021-question-and-answer-dataset")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 88 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What must the Borrower do if significant changes are made to the SEP? | made to the SEP, the Borrower must disclose the updated SEP (World Bank, 2017: 99) | It must be disclosed as early as possible, and before project appraisal, and the Borrower needs to seek the views of stakeholders on the SEP, including on the identification of stakeholders and the proposals for future engagement. If significant changes are made to the SEP, the Borrower must disclose the updated SEP (World Bank, 2017: 99). Disclosure of Information ESS10 provides for open and transparent stakeholder engagement as an essential component in strengthening the environmental and social sustainability of the project. | 258 | definition | 1.000 | If significant changes are made to the SEP, the Borrower must disclose the updated SEP (World Bank, 2017: 99). | 6 | page=6,block=1 | 0.850 | valid |
| What is the goal of the Diksha initiative by the Ministry of Education? | to support teachers and students by creating an open-source online content repository for learning and development | The Digital Infrastructure for Knowledge Sharing Application - "Diksha" is a unique initiative by the Ministry of Education to support teachers and students by creating an open-source online content repository for learning and development. This Portal will be used to make skills development content available for students and teachers online. The pandemic has accelerated online skilling and re-skilling with several organizations offering their courses for free. Learning from global models of online learning platforms can be leveraged. CBSE can convene and encourage SSCs, industry partners, universities and NGOs to provide their content to be loaded into this online skills development portal for broader use. 3. Leveraging learning form the logistics literacy e-content for grades 9-12 developed by the Logistics Sector Skill Council. | 124 | definition | 1.000 | The Digital Infrastructure for Knowledge Sharing Application - "Diksha" is a unique initiative by the Ministry of Education to support teachers and students by creating an open-source online content repository for learning and development. | 4 | |||
| What topics will the e-content module for grades 6-12 focus on? | the 21st century and vocational skills | As part of the MDTF iStar, the Logistics SSC is currently piloting a logistics literacy program with 200 children in Andhra Pradesh and Maharashtra. As part of the pilot, interactive e-content is developed for children in grades 9-12. Learnings from implementation the logistics literacy program will be leveraged to supplement the e-content development under the Grant to CBSE. Particularly, to identify and document successes and challenges in creation and delivery of e-content modules for school children. 3. Develop an e-content module on the 21st century and vocational skills for grades 6-12. Jobs in the digital age and the skills and capabilities required to do them are transforming at an unprecedented rate. | 544 | definition | 1.000 | Develop an e-content module on the 21st century and vocational skills for grades 6-12. | 4 | page=4,block=1 | 0.700 | valid |
| What is the purpose of the Environmental and Social Standard 10 according to the World Bank? | recognizes “the importance of open and transparent engagement between the Borrower and project stakeholders as an essential element of good international practice” | The World Bank’s Environmental and Social Standard on Stakeholder Engagement The World Bank’s Environmental and Social Framework (ESF) came into effect on October 1, 2018 and is applicable to all World Bank-financed operations in India in line with the financial agreement between the World Bank and Government of India. The ESF includes Environmental and Social Standard (ESS) 10, “Stakeholder Engagement and Information Disclosure”, which recognizes “the importance of open and transparent engagement between the Borrower and project stakeholders as an essential element of good international practice”. ESS10 emphasizes that effective stakeholder engagement can significantly improve the environmental and social sustainability of projects, enhance project acceptance, and make a significant contribution to successful project design and implementation. | 441 | definition | 1.000 | The ESF includes Environmental and Social Standard (ESS) 10, “Stakeholder Engagement and Information Disclosure”, which recognizes “the importance of open and transparent engagement between the Borrower and project stakeholders as an essential element of good international practice”. | ||||
| Why do vulnerable groups require special engagement efforts in project consultation and decision-making processes? | their vulnerable status, and that may require special engagement efforts to ensure their equal representation in the consultation and decision-making process associated with the project(s) | Project Affected Parties (PAP): persons, groups and other entities within the project area that are directly influenced (actually or potentially) by the project and/or have been identified as most susceptible to risk/change because of the project, and who need to be closely engaged in identifying impacts and their significance, as well as in decision-making on mitigation and management measures. PAP include Vulnerable Groups: persons who may be disproportionately impacted or further disadvantaged by the project(s) as compared with any other groups due to their vulnerable status, and that may require special engagement efforts to ensure their equal representation in the consultation and decision-making process associated with the project(s). Other Interested Parties (OIP): individuals/groups/entities that may not experience direct impacts from the Project but who consider or perceive their interests as being affected by the project and/or who could affect the project and the process of its implementation in some way. | 561 | relationship | 0.970 | |||||
| How did the pandemic impact online skilling and re-skilling? | accelerated online skilling and re-skilling with several organizations offering their courses for free | The Digital Infrastructure for Knowledge Sharing Application - "Diksha" is a unique initiative by the Ministry of Education to support teachers and students by creating an open-source online content repository for learning and development. This Portal will be used to make skills development content available for students and teachers online. The pandemic has accelerated online skilling and re-skilling with several organizations offering their courses for free. Learning from global models of online learning platforms can be leveraged. CBSE can convene and encourage SSCs, industry partners, universities and NGOs to provide their content to be loaded into this online skills development portal for broader use. 3. Leveraging learning form the logistics literacy e-content for grades 9-12 developed by the Logistics Sector Skill Council. | 361 | relationship | 0.970 | The pandemic has accelerated online skilling and re-skilling with several organizations offering their courses for free. | 4 | page=4,block=1 | 0.700 | valid |
| What is changing rapidly in the digital age? | Jobs in the digital age and the skills and capabilities required to do them | As part of the MDTF iStar, the Logistics SSC is currently piloting a logistics literacy program with 200 children in Andhra Pradesh and Maharashtra. As part of the pilot, interactive e-content is developed for children in grades 9-12. Learnings from implementation the logistics literacy program will be leveraged to supplement the e-content development under the Grant to CBSE. Particularly, to identify and document successes and challenges in creation and delivery of e-content modules for school children. 3. Develop an e-content module on the 21st century and vocational skills for grades 6-12. Jobs in the digital age and the skills and capabilities required to do them are transforming at an unprecedented rate. | 600 | relationship | 0.970 | Develop an e-content module on the 21st century and vocational skills for grades 6-12. Jobs in the digital age and the skills and capabilities required to do them are transforming at an unprecedented rate. | 4 | page=4,block=1 | 0.700 | valid |
| What determines the extent and frequency of stakeholder engagement in a project? | the nature and scale of the project and its potential risks and impacts | a. Borrowers will engage with stakeholders throughout the project life cycle, commencing such engagement as early as possible in the project development process and in a timeframe that enables meaningful consultations with stakeholders on project design. The nature, scope and frequency of stakeholder engagement will be proportionate to the nature and scale of the project and its potential risks and impacts. b. Borrowers will engage in meaningful consultations with all stakeholders. Borrowers will provide stakeholders with timely, relevant, understandable, and accessible information, and consult with them in a culturally appropriate manner, which is free of manipulation, interference, coercion, discrimination, and intimidation. | 338 | relationship | 0.970 | The nature, scope and frequency of stakeholder engagement will be proportionate to the nature and scale of the project and its potential risks and impacts. | 5 | page=5,block=7 | 0.700 | valid |
| Why were the consultations for SEP and other ESF instruments conducted online? | on account of COVID related travel restrictions and office closures | For the preparation of SEP and other ESF instruments, consultations were carried out virtually (on account of COVID related travel restrictions and office closures) in February 2021. Location Date Participants Key Points Raised Virtual over webex February 19, 2021 1. CBSE officials national and state level 2. NGOs working at the state level 3. Officials working on vocational training aspects 4. Officials look at the environment and social aspects under STARS. 5. Official or Technical Consultants monitoring the GRM apps for feedback/complaints. 6. CBSE schools ( government, private and municipal schools 7. | 96 | relationship | 0.970 | For the preparation of SEP and other ESF instruments, consultations were carried out virtually (on account of COVID related travel restrictions and office closures) in February 2021. | 7 | page=7,block=1 | 0.700 | valid |
| What factors can contribute to better social outcomes overall? | integrating good practices, guidance and systematic monitoring, also aligning with NEP | 1. Targeted approaches/roadmap required to improve uptake of vocational training in Integrated Tribal Development Blocks (ITDA)/aspirational districts. 2. Two-way information flows and feedback/grievance mechanisms to address queries, suggesting and complaints from direct beneficiaries – parents, students, teachers, and Principals 3. At the community level, the SMCs play a key role in monitoring, including effectiveness of vocational training and career counselling in schools. There are opportunities for better social outcomes on a whole by integrating good practices, guidance and systematic monitoring, also aligning with NEP. | 547 | relationship | 0.970 | There are opportunities for better social outcomes on a whole by integrating good practices, guidance and systematic monitoring, also aligning with NEP. | 8 | page=8,block=5 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| page=4,block=1 |
| 0.700 |
| valid |
| 5 |
| page=5,block=1 |
| 0.700 |
| valid |
| PAP include Vulnerable Groups: persons who may be disproportionately impacted or further disadvantaged by the project(s) as compared with any other groups due to their vulnerable status, and that may require special engagement efforts to ensure their equal representation in the consultation and decision-making process associated with the project(s). |
| 9 |
| page=9,block=1 |
| 0.800 |
| valid |