40 extractive question-and-answer pairs built from JULY, 2020, 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. 28 of the 40 pairs (70.0%) are explanatory questions and 12 restate a figure. 100.00% 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("ugc-guidelines-on-higher-education-july-2020-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 40 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the basis for awarding a Bachelor's Degree in a learning outcome-based curriculum? | demonstrated achievement of outcomes (expressed in terms of knowledge, understanding skills, attitudes and values) and on the basis of demonstrated achievement of academic standards | 26. The underlying premise of the learning outcome-based approach to curriculum planning and development is that, higher education qualification such as a Bachelor’s Degree is awarded on the basis of demonstrated achievement of outcomes (expressed in terms of knowledge, understanding skills, attitudes and values) and on the basis of demonstrated achievement of academic standards (expected of graduates of a programme of study). 27. UGC through the Learning Outcome based Curriculum Framework (LOCF) provides for flexibility and innovation in programme design and syllabus development by HEIs. 28. HEIs offering apprenticeship/internship-embedded degree programme should develop and maintain domain specific Learning Outcomes for the Apprenticeship/Internship Programme. 29. | 200 | definition | 1.000 | The underlying premise of the learning outcome-based approach to curriculum planning and development is that, higher education qualification such as a Bachelor’s Degree is awarded on the basis of demonstrated achievement of outcomes (expressed in terms of knowledge, understanding skills, attitudes and values) and on the basis of demonstrated achievement of academic standards (expected of graduates of a programme of study). | 15 | page=15,block=2 | 0.700 | valid |
| What is the function of the Apprenticeship Cell in higher education institutions? | a facilitator and counsellor for apprenticeship/internship related activities | 14 14 The HEIs are encouraged to offer the Apprenticeship/Internship embedded Degree Programme to the students. HEIs will make the students aware about the programme along with its merits to motivate them to opt for apprenticeship/internship embedded Degree Programme and elicit their interest in participation. The HEIs in consultation with Sector Skill Councils and/or industry/industry associations and/ or commercial/non-commercial organisations/enterprises and/or offices, would design the Apprenticeship/Internship embedded Degree Programme in a way consistent with these guidelines. The HEIs shall have an Apprenticeship Cell with an overall role of a facilitator and counsellor for apprenticeship/internship related activities. The HEIs concerned must obtain the approval from their respective Academic/ Executive Bodies as required by their Statutes. | 657 | definition | 1.000 | The HEIs shall have an Apprenticeship Cell with an overall role of a facilitator and counsellor for apprenticeship/internship related activities. | 16 | page=16,block=0 | 0.700 | |
| What is the purpose of the dedicated portal maintained by UGC? | obtaining relevant information from the HEIs | 16 16 • UGC will maintain a dedicated portal for obtaining relevant information from the HEIs. • Institutions offering Apprenticeship/Internship-embedded Degree Programme will be required to submit details regarding the programme/s on the aforesaid portal. | 49 | definition | 1.000 | 16 16 • UGC will maintain a dedicated portal for obtaining relevant information from the HEIs. | 18 | page=18,block=0 | 0.700 | valid |
| What type of learning does Apprenticeship/Internship offer? | industry led, practice oriented and outcome based learning | India is going to have the largest working age population in the world by 2030, but gainful employment for general stream students is a major challenge. Improving employability of these students requires a new vision with curricular support for employment. Apprenticeship/Internship has a prominent role to play in linking higher education with the requirements of the industry and the world of work. This is considered to be one of the most effective ways to develop skilled manpower for the country. It provides for an industry led, practice oriented and outcome based learning. Striving to fulfil this objective of improving employability and forming robust industry-academia linkage, the UGC has framed Guidelines for Higher Education Institutions to offer Apprenticeship/Internship embedded Degree Programme. | 521 | definition | 0.980 | It provides for an industry led, practice oriented and outcome based learning. | 5 | page=5,block=2 | 0.700 | valid |
| What is the role of Apprenticeship/Internship in higher education? | linking higher education with the requirements of the industry and the world of work | India is going to have the largest working age population in the world by 2030, but gainful employment for general stream students is a major challenge. Improving employability of these students requires a new vision with curricular support for employment. Apprenticeship/Internship has a prominent role to play in linking higher education with the requirements of the industry and the world of work. This is considered to be one of the most effective ways to develop skilled manpower for the country. It provides for an industry led, practice oriented and outcome based learning. Striving to fulfil this objective of improving employability and forming robust industry-academia linkage, the UGC has framed Guidelines for Higher Education Institutions to offer Apprenticeship/Internship embedded Degree Programme. | 315 | relationship | 0.970 | Apprenticeship/Internship has a prominent role to play in linking higher education with the requirements of the industry and the world of work. | 5 | page=5,block=2 | 0.700 | valid |
| What does apprenticeship integrate into the learning process? | work-based learning with theoretical knowledge of related disciplines | This remodelling in turn needs a robust institutionalised framework for industry-academia linkage to increase the employability of the students. Apprenticeship and internship have a huge role to play in this context. World over, apprenticeship is considered as the most efficient and promising structured training for exposure to the real working environment. This has enormous potential to combine work-based learning with theoretical knowledge of related disciplines. Through apprenticeship/internship, students may actively engage with the practical side of their learning | 399 | relationship | 0.970 | This has enormous potential to combine work-based learning with theoretical knowledge of related disciplines. | 7 | page=7,block=1 | 0.700 | valid |
| What kind of linkage does the initiative seek to establish? | active linkage between the higher education system and industry, non-commercial and commercial enterprises/organisations | 1. To improve the employability of students pursuing Undergraduate level general degree Programme. 2. To focus on outcome-based learning in degree programmes. 3. To promote active linkage between the higher education system and industry, non-commercial and commercial enterprises/organisations. | 173 | relationship | 0.970 | To promote active linkage between the higher education system and industry, non-commercial and commercial enterprises/organisations. | 9 | page=9,block=1 | 0.700 | valid |
| What can National Occupation Standards (NOS) help align courses and curriculum with? | the standards set by the industry | domain areas of their coursework. National Occupation Standards (NOS) can be one approach to align the courses and curriculum to the standards set by the industry. If required, relevant course/s may be introduced/realigned to provide basic knowledge/training in the area of apprenticeship/internship. | 129 | relationship | 0.970 | National Occupation Standards (NOS) can be one approach to align the courses and curriculum to the standards set by the industry. | 12 | page=12,block=13 | 0.700 | valid |
| What undergraduate qualification makes a student eligible for admission to a CBCS discipline in an advanced program? | 24 credits as a core course | programme, if a student has done 24 credits as a core course which also forms part of the core course in a concerned discipline of CBCS at the undergraduate level, the student will be considered eligible for admission in that CBCS discipline in the M.A./M.Sc/Technical/Professional programme e.g. a student who has done BBA (logistics apprenticeship) with 24 credits in Economics, the student will be eligible to apply for MA/M.Sc. course in Economics. | 33 | relationship | 0.970 | programme, if a student has done 24 credits as a core course which also forms part of the core course in a concerned discipline of CBCS at the undergraduate level, the student will be considered eligible for admission in that CBCS discipline in the M.A./M.Sc/Technical/Professional programme e.g. | 13 | page=13,block=2 | 0.700 | valid |
| What does offering 24 credits in core courses provide for students in an embedded degree program? | vertical mobility to the student to a post graduate programme | embedded degree programme, at least 24 credits are being offered as core course which otherwise form a part of a regular undergraduate programme within the CBCS e.g. a BBA (Logistics – apprenticeship/ internship) will necessarily have 24 credits (within its 12 core papers) from a subject area – say BA(Economic) or BA (Vocational Studies- Materials Management) - which are there in the UGC list of Bachelor courses in CBCS. This will ensure vertical mobility to the student to a post graduate programme. | 442 | relationship | 0.970 | This will ensure vertical mobility to the student to a post graduate programme. | 13 | page=13,block=10 | 0.700 | valid |
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| valid |