164 extractive question-and-answer pairs built from Final Prelims.pmd, published by ncert.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. 121 of the 164 pairs (73.8%) are explanatory questions and 43 restate a figure. 99.39% 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/understanding-economic-development-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
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("understanding-economic-development-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 164 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is GDP defined as in one of the example questions? | the total value of _________ produced during a particular year | (viii) Evaluation While addressing the need for reforms in education, the National Curriculum Framework 2005 and the Position Paper of the National Focus Group on Examination Reforms call for a change in the way questions are asked in examinations. The questions asked in this book make a departure from an evaluation pattern that encourages rote-memorisation to one that inculcates creative thinking, imagination, reflection and hones the analytical ability of learners. Based on the examples shown here, teachers can formulate additional questions. Questions that test the understanding of core concepts (a) GDP is the total value of _________ produced during a particular year. (i) all goods and services (ii) all final goods and services (iii) all intermediate goods and services (iv) all intermediate and final goods and services (b) Analyse the role of credit for development. | 617 | definition | 1.000 | Questions that test the understanding of core concepts (a) GDP is the total value of _________ produced during a particular year. | 8 | page=8,block=0 | 0.700 | valid |
| What does Economics usually focus on when studying development? | a process of change in the economic life of the people, as producers or consumers of goods and services | This book introduces you to a simplified view of the process of development in the Indian economy. In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. Sometimes, development is studied mainly as a phenomenon that acquired significance only with the growth of the modern industrial civilisation. This is because the state of development (or underdevelopment) of a country has often depended on outcomes of wars and conquests and on colonial exploitation of one country by another. in this book, we have not emphasised on the external factors. We have taken a long view of the process of development: a process that could have started before any external factors intervened or interrupted it. | 154 | definition | 1.000 | In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. | 5 | page=5,block=2 | 0.700 | valid |
| What does the RTI Act empower people to do in relation to civic amenities? | gives you the power to question | (ix) Questions to test reflective thinking (a) Look at the picture (high rise buildings with slums around). What should be the developmental goals for such an area? (b) “The Earth has enough resources to meet the needs of all but not enough to satisfy the greed of even one person”. How is this statement relevant to the discussion of development? Discuss. (c) “Tertiary sector is not playing any significant role in the development of Indian economy”. Do you agree? Give reasons in support of your answer. (d) People make complaints about the lack of civic amenities such as bad roads or poor water and health facilities but no one listens. Now the RTI Act gives you the power to question. Do you agree? Discuss. Questions that test the ability to apply concepts and ideas to real life problems / situations (a) What can be some of the developmental goals for your village, town or locality? | 658 | definition | 1.000 | Now the RTI Act gives you the power to question. | 9 | page=9,block=0 | 0.700 | valid |
| What does development in Economics typically refer to? | a process of change in the economic life of the people, as producers or consumers of goods and services | This book introduces you to a simplified view of the process of development in the Indian economy. In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. Sometimes, development is studied mainly as a phenomenon that acquired significance only with the growth of the modern industrial civilisation. This is because the state of development (or underdevelopment) of a country has often depended on outcomes of wars and conquests and on colonial exploitation of one country by another. in this book, we have not emphasised on the external factors. We have taken a long view of the process of development: a process that could have started before any external factors intervened or interrupted it. | 154 | definition | 1.000 | In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. | 5 | page=5,block=2 | 0.700 | valid |
| What does the RTI Act empower people to do regarding civic amenities? | the RTI Act gives you the power to question | (ix) Questions to test reflective thinking (a) Look at the picture (high rise buildings with slums around). What should be the developmental goals for such an area? (b) “The Earth has enough resources to meet the needs of all but not enough to satisfy the greed of even one person”. How is this statement relevant to the discussion of development? Discuss. (c) “Tertiary sector is not playing any significant role in the development of Indian economy”. Do you agree? Give reasons in support of your answer. (d) People make complaints about the lack of civic amenities such as bad roads or poor water and health facilities but no one listens. Now the RTI Act gives you the power to question. Do you agree? Discuss. Questions that test the ability to apply concepts and ideas to real life problems / situations (a) What can be some of the developmental goals for your village, town or locality? | 646 | definition | 1.000 | Now the RTI Act gives you the power to question. | 9 | page=9,block=0 | 0.700 | valid |
| How is development generally analyzed in Economics? | as a process of change in the economic life of the people, as producers or consumers of goods and services | This book introduces you to a simplified view of the process of development in the Indian economy. In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. Sometimes, development is studied mainly as a phenomenon that acquired significance only with the growth of the modern industrial civilisation. This is because the state of development (or underdevelopment) of a country has often depended on outcomes of wars and conquests and on colonial exploitation of one country by another. in this book, we have not emphasised on the external factors. We have taken a long view of the process of development: a process that could have started before any external factors intervened or interrupted it. | 151 | definition | 0.980 | In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. | 5 | page=5,block=2 | 0.700 | valid |
| What is the goal of the textbook? | to understand the economic life around us and also to think about what we would mean by economic development for people | Features of this Textbook The purpose of the book is to understand the economic life around us and also to think about what we would mean by economic development for people. There are many examples and case studies that we have used both as an aid for conceptual clarity and to relate these ideas to real life. These have to be read and used, keeping this overall objective in view. The chapters start with Note for the teacher Note for the teacher Note for the teacher Note for the teacher Note for the teacher. Teachers could read this page before they start teaching a chapter. It contains the details of (i) the broad approach and content of the chapter; (ii) some pointers to how the chapter could be taught; and (iii) sources for additional details relating to different topics. | 53 | definition | 0.980 | Features of this Textbook The purpose of the book is to understand the economic life around us and also to think about what we would mean by economic development for people. | 7 | page=7,block=0 | 0.700 | valid |
| What does agriculture include according to economists? | the gathering, cultivating or extracting of purely natural products such as fruit, rice or minerals | Humans learnt to use the non-food products like wood from trees and the minerals obtained from quarrying as raw materials for making their tools, weapons, utensils, fishing nets and so on. These were the first human-made products called ‘artefacts’. Economists called the process of making the artefacts ‘manufacture’ as distinguished from ‘agriculture (including quarrying)’ that covered the gathering, cultivating or extracting of purely natural products such as fruit, rice or minerals. | 389 | definition | 0.980 | Economists called the process of making the artefacts ‘manufacture’ as distinguished from ‘agriculture (including quarrying)’ that covered the gathering, cultivating or extracting of purely natural products such as fruit, rice or minerals. | 5 | page=5,block=2 | 0.700 | valid |
| What does the legacy of bookish learning create in the education system? | a gap between the school, home and community. | This principle marks a departure from the legacy of bookish learning, which continues to shape our system, and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child- centered system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 118 | relationship | 0.970 | This principle marks a departure from the legacy of bookish learning, which continues to shape our system, and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. | 3 | page=3,block=1 | 0.700 | |
| What factors have historically impacted a country's level of development or underdevelopment? | outcomes of wars and conquests and on colonial exploitation of one country by another | This book introduces you to a simplified view of the process of development in the Indian economy. In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. Sometimes, development is studied mainly as a phenomenon that acquired significance only with the growth of the modern industrial civilisation. This is because the state of development (or underdevelopment) of a country has often depended on outcomes of wars and conquests and on colonial exploitation of one country by another. in this book, we have not emphasised on the external factors. We have taken a long view of the process of development: a process that could have started before any external factors intervened or interrupted it. | 501 | relationship | 0.970 | This is because the state of development (or underdevelopment) of a country has often depended on outcomes of wars and conquests and on colonial exploitation of one country by another. | 5 | page=5,block=2 | 0.700 |
Read straight from the file — download or use the API URL for the full dataset.
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