232 extractive question-and-answer pairs built from ugc yash, 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. 168 of the 232 pairs (72.4%) are explanatory questions and 64 restate a figure. 100.00% of rows pass the corpus quality gate.
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Strong coverage with minor gaps in documentation or freshness.
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First 10 of 232 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is intimacy described as being a product of? | a product of evolution and long memories of myth and fable situated in specific environments | Without intimacy we would have no love, no literature, no ceremonies, no ways of dressing, no cuisine, no festivals, no dance, no ways of greeting, no compassion, no reverence, no nothing. Intimacy is a product of evolution and long memories of myth and fable situated in specific environments. We are designed to treasure it. | 201 | definition | 1.000 | Intimacy is a product of evolution and long memories of myth and fable situated in specific environments. | 13 | page=13,block=1 | 0.850 | valid |
| What is the traditional belief about how learning occurs in the guru-shishya parampara? | it comes through the chemistry of interaction between the teacher (guru) and the learner (shishya) | That is why people strive to go to places where there are some outstanding teachers, researchers and gurus, notwithstanding the fact that books and papers written by the distinguished academic in these institutions can be accessed in print or over the net and in libraries all over the world. In our country we traditionally recognized that learning could not be transported as books or instructions uniformly applicable to all the learners. We believed that it comes through the chemistry of interaction between the teacher (guru) and the learner (shishya) – the tradition being known as the guru- shishya parampara. Basic talent of humans is evenly spread across the world. Much of it is hard wired in our make up, thanks to our common evolutionary past. It is a pity that a large fraction of people cannot participate in the process of creating new knowledge and new things. | 459 | definition | 1.000 | We believed that it comes through the chemistry of interaction between the teacher (guru) and the learner (shishya) – the tradition being known as the guru- shishya parampara. | 6 | |||
| What is one major approach suggested to transform education and research? | Build on individual competence and exploration and couple with the life around you | In metropolitan areas coaching expenses per child reach 5 to 10 thousand rupees per month in the last years of the school ! This has become a fine mechanism of social exclusion. Some times I feel that many of the ills of our system arise from a huge conspiracy of coaching institutions. Indeed in many a case coaching has replaced education. How much lower can we get ? I may go on but even this small list makes it clear that our system is designed for excluding a large fraction of our population. Academic Reasons for The Barren-Ness And Non-Inclusive Nature of Our Education If I were asked to name one major direction that could drastically change the nature of our education and research enterprise from kindergarten to the university level I would say : Build on individual competence and exploration and couple with the life around you. | 761 | definition | 1.000 | Academic Reasons for The Barren-Ness And Non-Inclusive Nature of Our Education If I were asked to name one major direction that could drastically change the nature of our education and research enterprise from kindergarten to the university level I would say : Build on individual competence and exploration and couple with the life around you. | ||||
| What would no longer be excluded from learning if it were not restricted to specific disciplines? | Nothing would be out or course if it were comprehensible | Learning is not delivered; it is created. The process of creation necessarily requires building on what the child already knows, what it observes and explores, the experiments it does while playing, studying and dealing with the world around. Since the experience on one child may be different from that of another, the syllabus for learning would also be different. If that were so we would not insist on centralized examinations. We would examine each child the way a music- or dance guru examines his/her shishyas, or an ustad or craftsman trains his/her apprentices. We would not make children run a competitive hurdle race to get that extra mark of distinction. There would be no need of education destroying coaching classes. Learning would not be imprisoned within disciplines. Nothing would be out or course if it were comprehensible. | 785 | definition | 1.000 | Learning would not be imprisoned within disciplines. Nothing would be out or course if it were comprehensible. | 8 | page=8,block=1 | 0.700 | valid |
| What is the author's perspective on how good education is achieved? | good education is not delivered; it is imbibed and created. | As I said earlier, good education is not delivered; it is imbibed and created. Foreign Universities Foreign Universities | 19 | definition | 1.000 | As I said earlier, good education is not delivered; it is imbibed and created. Foreign Universities Foreign Universities | 10 | page=10,block=1 | 0.700 | valid |
| What type of Web does the author propose for the future? | a Web of people with all their diversities and not only of computers with their specific quirks | On this substrate of global consciousness, call it new globalization if you like, human collectivities could live an autonomous existence, in control of themselves, not in a well any more but networked with the world and the universe. The techniques and technologies for doing this have now become possible. This is the architecture for a truly inclusive society that I would commend. It would be recognized that for this to happen we would need to develop the Web in dimensions that might not have been so far touched. We have to move in a direction where there would be a Web of people with all their diversities and not only of computers with their specific quirks. 1 Kiran Karnik, President, NASSCOM, India. | 572 | definition | 1.000 | We have to move in a direction where there would be a Web of people with all their diversities and not only of computers with their specific quirks. | 17 | page=17,block=1 | 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=1 | 0.700 | valid |
| What freedom does the author suggest teachers should have? | full freedom to teachers to learn, explore and grow with the children under their care | The system would require full freedom to teachers to learn, explore and grow with the children under their care. | 25 | definition | 1.000 | The system would require full freedom to teachers to learn, explore and grow with the children under their care. | 8 | page=8,block=1 | 0.700 | valid |
| What is the view on how good education is achieved? | good education is not delivered; it is imbibed and created | As I said earlier, good education is not delivered; it is imbibed and created. Foreign Universities Foreign Universities | 19 | definition | 1.000 | As I said earlier, good education is not delivered; it is imbibed and created. | 10 | page=10,block=1 | 0.700 | valid |
| What is the main responsibility of the University Grants Commission in India? | 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. | 83 | 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=1 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| page=6,block=1 |
| 0.700 |
| valid |
| 7 |
| page=7,block=1 |
| 0.700 |
| valid |