27 extractive question-and-answer pairs built from 9105852 ugc guidelines ApprenticeshipInternship, 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. 13 of the 27 pairs (48.1%) are explanatory questions and 14 restate a figure. 100.00% of rows pass the corpus quality gate.
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Meets the minimum bar. Sparse metadata or partial coverage.
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First 10 of 27 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the primary function of the Apprenticeship Cell in HEIs? | a facititator and counsettor for apprenticeship / internship retated activities. | JY" ;19!3 9i"t;JI ;JJ1;Ji;! lDUC;YJOIJ JtJ5tIIUIJgTJS The HEls are encouraged to offer the Apprenticeship / lnternship embedded Degree Programme to the students. HEls witt make the students aware about the programme along with its merits to motivate them to opt for apprenticeship / internship embedded Degree Programme and eticit their interest in participation. The HEls in consultation with Sector Skitt Councits and/or industry/industry associations and/ or commercia[/non-commerciat organisations/enterprises and/or offices, would design the Apprenticeship / lnternship embedded Degree Programme in a way consistent with these guidelines. The HEls shalt have an Apprenticeship Cett with an overalI role of a facititator and counsettor for apprenticeship / internship retated activities. | 711 | definition | 1.000 | The HEls shalt have an Apprenticeship Cett with an overalI role of a facititator and counsettor for apprenticeship / internship retated activities. | 15 | page=15,block=0 | 0.700 | valid |
| What role does apprenticeship or internship play in higher education? | tinking higher education with the requirements of the industry and the wortd of work | T9;TZ'Y9;T!) ffi \v- lndia is going to have the largest working age poputation in the wortd by 2030, but gainfut emptoyment for general stream students is a major chaltenge. lmproving empLoyabitity of these students requires a new vision with curricutar support for employment. Apprenticeship/ lnternship has a prominent rote to ptay in tinking higher education with the requirements of the industry and the wortd of work. This is considered to be one of the most effective ways to devetop skitled manpower for the €ountry. lt provides for an industry [ed, practice oriented and outcome based learning. Striving to futfit this objective of improving emptoyabitity and forming robust 'industry-academia linkage, the UGC has framed Guidelines for Higher Education lnrtitutions to offer Apprenticeship/lnternship embedded Degree Programme. | 337 | relationship | 0.970 | Apprenticeship/ lnternship has a prominent rote to ptay in tinking higher education with the requirements of the industry and the wortd of work. | 4 | page=4,block=0 | 0.700 | |
| What is the role of Sector Skill Councils and the Board of Apprenticeship Training in the apprenticeship programme? | hetping the HEls in identifying industries for apprenticeship / internsh ip | X,,,#o#,9 F J,r J-rJliJX/ *t.. i, r CA-IJ2rJJ,.i.ic ffi -WZz L &JJ} JCT*J Thq indqstry qssociations like FlCCl, Cll, commercial and non- commerciat organizations or enterprises and industry wouId arsiit the HEls in designing the apprenticeship / internship .embedded Degree Programme. Sector Skitl. Councils (SSC) and Board of Apprenticeship Training (BOAT) witt play an important role in hetping the HEls in identifying industries for apprenticeship / internsh ip. The S5C and BOAT can also assist the HEls in designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidetines. | 389 | relationship | 0.970 | Councils (SSC) and Board of Apprenticeship Training (BOAT) witt play an important role in hetping the HEls in identifying industries for apprenticeship / internsh ip. | 16 | page=16,block=0 | 0.700 | valid |
| What is the goal of the UGC guidelines for higher education institutions? | improving emptoyabitity and forming robust 'industry-academia linkage | T9;TZ'Y9;T!) ffi \v- lndia is going to have the largest working age poputation in the wortd by 2030, but gainfut emptoyment for general stream students is a major chaltenge. lmproving empLoyabitity of these students requires a new vision with curricutar support for employment. Apprenticeship/ lnternship has a prominent rote to ptay in tinking higher education with the requirements of the industry and the wortd of work. This is considered to be one of the most effective ways to devetop skitled manpower for the €ountry. lt provides for an industry [ed, practice oriented and outcome based learning. Striving to futfit this objective of improving emptoyabitity and forming robust 'industry-academia linkage, the UGC has framed Guidelines for Higher Education lnrtitutions to offer Apprenticeship/lnternship embedded Degree Programme. | 640 | summary | 0.970 | Striving to futfit this objective of improving emptoyabitity and forming robust 'industry-academia linkage, the UGC has framed Guidelines for Higher Education lnrtitutions to offer Apprenticeship/lnternship embedded Degree Programme. | 4 | page=4,block=0 | ||
| What is the aim of the UGC's guidelines for higher education institutions? | making the fresh graduates emptoyment- ready with necessary knowtedge, competencies and attitude | The extant provisions enabte non-engineering graduates, fresh non-graduates without any prior ski[[ training, and students undergoing training as an integrated component of the curricuta to undergo apprenticeship training for a minimum of six months to a maximum of three years. The flexible curricular structure witl create new possibitities for outcome-based learning and facititate graduation degree described in terms of such learning outcomes. Accordingty, with the objective of making the fresh graduates emptoyment- ready with necessary knowtedge, competencies and attitude, UGC has formutated these Guidelines for Higher Education lnstitutlons to offer Apprenticeship/lnternship embedded Degree Programme for embedding apprenticeshi p / internship in generat .degree programmes offered by the Universitjes. | 484 | summary | 0.970 | Accordingty, with the objective of making the fresh graduates emptoyment- ready with necessary knowtedge, competencies and attitude, UGC has formutated these Guidelines for Higher Education lnstitutlons to offer Apprenticeship/lnternship embedded Degree Programme for embedding apprenticeshi p / internship in generat .degree programmes offered by the Universitjes. | ||||
| What eligibility does a student gain after graduating from an apprenticeship or internship embedded degree programme? | shatt be etigible to take admission in the Master's programme in the specific subject in which they have earned their undergraduate degree | Any UG degree programme in att disciplines as specified byt,thg UGC under section 22 (3) of the UGC Act, '1956 is etigibte to embed .tpprenticeship/ internshipin to the degree programme. An apprenticeship / internship embedded degree programme shalt be treated at par with the UG degree programmes specified by the UGC under section 22 (3) ol the UGC Act, 1956. Students graduating from the apprenticeship/internsh'ip embedded degree programme shatt be etigible to take admission in the Master's programme in the specific subject in which they have earned their undergraduate degree (i.e. bachetor degree) as wetI as in subject(s) for which they have taken 24 credits in the core subjects as a part of their undergraduate programme (see para 18 and para 19 for detaits). | 444 | summary | 0.970 | Students graduating from the apprenticeship/internsh'ip embedded degree programme shatt be etigible to take admission in the Master's programme in the specific subject in which they have earned their undergraduate degree (i.e. | 9 | |||
| What do apprenticeship or internship learning outcomes aim to develop in students? | knowtedge and abitities that prepare students for potential employment. | Apprent,iceshiplinternship learning outcomes witI focus on knowtedge and abitities that prepare students for potential employment. 30. Th'is wi[[ enabte students to demonstrate workforce professionaI abitities within the required domain of their chosen subject. rn-As-{ Erd | 59 | summary | 0.970 | Apprent,iceshiplinternship learning outcomes witI focus on knowtedge and abitities that prepare students for potential employment. 30. | 14 | page=14,block=1 | 0.700 | valid |
| What benefits does the programme provide to the HEIs in terms of their credibility? | lmproving lnstitution's credibitity and in brand buitding | The HEls concerned must obtain the approval from their respective Academic/ Executive Bodies as required by their statutes. This programme wi[[ benefit the HEls in . Promoting lndustry-Academia [in kages . lmproving lnstitution's credibitity and in brand buitding . lmproving the teaching learning process . Functioning of the ptacement cetl t4 | 206 | summary | 0.970 | Promoting lndustry-Academia [in kages . lmproving lnstitution's credibitity and in brand buitding . | 15 | page=15,block=0 | 0.700 | valid |
| How does the programme aim to enhance the teaching environment? | lmproving the teaching learning process | The HEls concerned must obtain the approval from their respective Academic/ Executive Bodies as required by their statutes. This programme wi[[ benefit the HEls in . Promoting lndustry-Academia [in kages . lmproving lnstitution's credibitity and in brand buitding . lmproving the teaching learning process . Functioning of the ptacement cetl t4 | 266 | summary | 0.970 | lmproving lnstitution's credibitity and in brand buitding . lmproving the teaching learning process . | 15 | page=15,block=0 | 0.700 | valid |
| How do the SSC and BOAT help HEIs design the apprenticeship programme? | in designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidetines | X,,,#o#,9 F J,r J-rJliJX/ *t.. i, r CA-IJ2rJJ,.i.ic ffi -WZz L &JJ} JCT*J Thq indqstry qssociations like FlCCl, Cll, commercial and non- commerciat organizations or enterprises and industry wouId arsiit the HEls in designing the apprenticeship / internship .embedded Degree Programme. Sector Skitl. Councils (SSC) and Board of Apprenticeship Training (BOAT) witt play an important role in hetping the HEls in identifying industries for apprenticeship / internsh ip. The S5C and BOAT can also assist the HEls in designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidetines. | 508 | summary | 0.970 | The S5C and BOAT can also assist the HEls in designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidetines. | 16 | page=16,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| valid |
| 0.700 |
| valid |
| 7 |
| page=7,block=0 |
| 0.700 |
| valid |
| page=9,block=2 |
| 0.700 |
| valid |