564 extractive question-and-answer pairs built from the source document, 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. 386 of the 564 pairs (68.4%) are explanatory questions and 178 restate a figure. 99.47% 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/university-grants-commission-report-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("university-grants-commission-report-question-and-answer-dataset")
df.head()Sign in with Google to download.
Strong coverage with minor gaps in documentation or freshness.
Vice-Chancellor Handbook - Question and Answer Dataset
Economy · 939 rows
Life Skills (Jeevan Kaushal) 2019 course - Question and Answer Dataset
Economy · 164 rows
MMTTP Guidelines - Question and Answer Dataset
Economy · 85 rows
Learning Outcomes-Based Curriculum Framework - Question and Answer Dataset
Economy · 74 rows
Annual Report 2015-16 by agriwelfare.gov.in - Question and Answer Dataset
Economy · 1,013 rows
Higher Education in India - Question and Answer Dataset
Economy · 1,594 rows
Gender Policy of NABARD - Question and Answer Dataset
Economy · 14 rows
ICAR Annual Report 2025-26 - Question and Answer Dataset
Economy · 1,101 rows
First 10 of 564 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What happens when there is a difference of opinion in the recommendations? | a difference of opinion, the differing opinions will be forwarded to the statutory bodies for its consideration and whose decision will be final | The recommendations shall be minuted. Where there is a difference of opinion, the differing opinions will be forwarded to the statutory bodies for its consideration and whose decision will be final. Note: The weightage given for the purpose of admission to candidates belonging to Scheduled Caste, Scheduled Tribe, Backward Class and economically weaker sections of society, will be entertained only if the relevant columns in the application form in this regard are correctly filled in and the necessary certificates (regarding SC/ST, income etc.) from the authorities concerned dre attached with the application form. | 53 | definition | 1.000 | Where there is a difference of opinion, the differing opinions will be forwarded to the statutory bodies for its consideration and whose decision will be final. | 38 | page=38,ocr=1 | 0.850 | valid |
| What provided an opportunity for disturbance in 1980? | not wanting, and one such oppor- tunity was provided by the unfortunate incident on the occasion of Id in Moradabad | In 1980, when the new Vice-Chancellor started insisting on adherence to rules, resisting pressures, and rejected impracticable demands, students who were accus- tomed to a different style in the earlier period waited for to create a disturbance. Opportunities are not wanting, and one such oppor- tunity was provided by the unfortunate incident on the occasion of Id in Moradabad. Student leaders at Aligarh started protesting against the killings, and they blamed the Vice-Chancellor for not conceding their demand for money to finance their trip to Delhi to protest against the incident. | 264 | definition | 1.000 | Opportunities are not wanting, and one such oppor- tunity was provided by the unfortunate incident on the occasion of Id in Moradabad. | 63 | page=63,ocr=1 | 0.850 | valid |
| What are hostel messes considered to be in universities? | a permanent source of trouble both for the students and the administration in the universities | demands for proper accommodation, food and other facilities. Hostel messes are a permanent source of trouble both for the students and the administration in the universities. In our opinion there could be nothing better than if the students could take complete responsibility for running the hostels and the messes, just as they could be entrusted with the running of all extra-curricular and sports activities. | 79 | definition | 1.000 | Hostel messes are a permanent source of trouble both for the students and the administration in the universities. | 91 | page=91,ocr=1 | 0.850 | valid |
| What is the issue with the procedure used by universities to prepare development plans? | not satisfactory and usually amounts to an uncritical collection of separate proposals made by different departments and units | We have examined, where we have been supplied information by the universities, the manner in which the plans for development are prepared by the universities. The procedure adopted is not satisfactory and usually amounts to an uncritical collection of separate proposals made by different departments and units. There is no perspective planning and no delineation of desirable directions of growth. | 184 | definition | 1.000 | The procedure adopted is not satisfactory and usually amounts to an uncritical collection of separate proposals made by different departments and units. | 110 | page=110,ocr=1 | 0.850 | valid |
| What should Central universities aim to achieve in all aspects of their activities? | excellence in all spheres of their activity | 5 role and responsibilities of Central universities and are of the opinion that they are still valid. 1. We, therefore, are of the view that Central universities should have an all-India character to be reflected in admissions, appointments and the nature of their courses and programmes, and they should cultivate excellence in all spheres of their activity, particularly in view of the large financial in- puts available to them.* 1. All the Central Universities have to be examined in the light of the above criteria, Banaras Hindu University 1. The Committee has found that it is the admission policy adopted by the University which has been mainly responsible for the erosion of its all India character, except in a few Faculties. 1.21. For admission to the B.A. | 315 | definition | 1.000 | We, therefore, are of the view that Central universities should have an all-India character to be reflected in admissions, appointments and the nature of their courses and programmes, and they should cultivate excellence in all spheres of their activity, particularly in view of the large financial in- puts available to them.* 1. | 13 | page=13,ocr=1 | ||
| What academic principle is criticized about the coordination of lectures and tutorials? | It is not a sound academic principle to hold lectures and tutorials in different places without coordination | The University itself conducts the examination for all students at the end of each year of the three-year course. Many Universities which have adopted 3 years degree course conduct the first university examination at the end of the second year and the second at the end of the third year. 1. We would at this stage itself, make the following recommendations as these would be applicable to only this University: (a) It is not a sound academic principle to hold lectures and tutorials in different places without coordination between the two. Qualified teachers of colleges may participate in Postgraduate teaching, wherever possible. The Delhi University should take the responsi- bility of direct admission to Postgraduate courses and for holding Lectures, Tutorials and Seminars in the University Departments. | 416 | definition | 1.000 | We would at this stage itself, make the following recommendations as these would be applicable to only this University: (a) It is not a sound academic principle to hold lectures and tutorials in different places without coordination between the two. | 27 | |||
| What designation was given to Visva-Bharati by an Act of Parliament? | an institution of national importance | The Committee regrets to record that the University over the years has not framed any Statutes under (i) and (ii) above, which were two impor- tant powers given to it for the running of the university. No effort has been made to decentialise administration, and in fact every problem of the colleges, however small it may be, becomes the problem of the University, irrespective of the fact whether it comes within its purview or not. Visya-Bharati 1. The Visva-Bharati was declared an institution of national importance by an Act of the Parliament to provide for its functioning as a unitary, teaching and residential university. This process seems to have been followed, since, in 1951 the Constitution did not permit the Central Government to set up a university in a State. | 482 | definition | 1.000 | The Visva-Bharati was declared an institution of national importance by an Act of the Parliament to provide for its functioning as a unitary, teaching and residential university. | 30 | page=30,ocr=1 | 0.700 | valid |
| What type of university is Visva-Bharati described as? | a unitary, teaching and residential university | The Committee regrets to record that the University over the years has not framed any Statutes under (i) and (ii) above, which were two impor- tant powers given to it for the running of the university. No effort has been made to decentialise administration, and in fact every problem of the colleges, however small it may be, becomes the problem of the University, irrespective of the fact whether it comes within its purview or not. Visya-Bharati 1. The Visva-Bharati was declared an institution of national importance by an Act of the Parliament to provide for its functioning as a unitary, teaching and residential university. This process seems to have been followed, since, in 1951 the Constitution did not permit the Central Government to set up a university in a State. | 582 | definition | 1.000 | The Visva-Bharati was declared an institution of national importance by an Act of the Parliament to provide for its functioning as a unitary, teaching and residential university. | 30 | page=30,ocr=1 | 0.700 | valid |
| What is the primary objective of the university as per Section 4 of its Act? | to disseminate and advance knowledge by providing instructional and research facilities in such of learning as it may deem fit | A Bill has recently been introduced in Parliament to exclude Arunachal Pradesh from the territorial jurisdiction of this university, and the establishment of a university in Arunachal Pradesh has been accepted in principle. 1.13 -Section 4 of the Act of this University provides for its objects as follows: “The objects of the University shall be to disseminate and advance knowledge by providing instructional and research facilities in such of learning as it may deem fit; to pay special attention to the improvement of the social and economic conditions and welfare of of the hill areas of the North Eastern region and, in particular, their intellectual, academic and cultural 1. | 347 | definition | 1.000 | 1.13 -Section 4 of the Act of this University provides for its objects as follows: “The objects of the University shall be to disseminate and advance knowledge by providing instructional and research facilities in such of learning as it may deem fit; to pay special attention to the improvement of the social and economic conditions and welfare of of the hill areas of the North Eastern region and, in particular, their intellectual, academic and cultural 1. | ||||
| What types of courses should Central Universities provide? | courses which need facilities (in terms of staff and equipment) ordinarily beyond the reach of State Universities | Broadly speaking, the Central Universities should provide courses which need facilities (in terms of staff and equipment) ordinarily beyond the reach of State Universities or for which the demand would be too small if limited only to the require- ments of an individual State. There is another aspect to which we would like to refer as it has reference to the special functions and responsibilities of Central Universities. It is well known that in our country, just as some areas are economically backward, so are some areas educationally backward ; and we feel that the Central Universities should regard it as a part of their special function to contribute towards removal of imbalances from the academic life of our country, and take suitable action to help deserving students from educationally back- ward areas. | 58 | definition | 1.000 | Broadly speaking, the Central Universities should provide courses which need facilities (in terms of staff and equipment) ordinarily beyond the reach of State Universities or for which the demand would be too small if limited only to the require- ments of an individual State. | 12 |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |
| page=27,ocr=1 |
| 0.700 |
| valid |
| 11 |
| page=11,ocr=1 |
| 0.700 |
| valid |
| page=12,ocr=1 |
| 0.700 |
| valid |