245 extractive question-and-answer pairs built from Unnat Bharat Abhiyan, 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. 183 of the 245 pairs (74.7%) are explanatory questions and 62 restate a figure. 100.00% 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/unnat-bharat-abhiyan-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("unnat-bharat-abhiyan-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 245 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is one goal of the proposed community engagement course? | To develop an appreciation of rural culture, life-style and wisdom amongst students | Such a course will enable students to learn about rural challenges and develop understanding of rural wisdom and life-style in a respectful manner. a) Objectives: • To develop an appreciation of rural culture, life-style and wisdom amongst students • To learn about the status of various agricultural and rural development programmes • To understand causes for rural distress and poverty and explore solutions for the same • To apply classroom knowledge of courses to field realities and thereby improve quality of learning b) Learning Outcomes: After completing this course, student will be able to • Gain an understanding of rural life, culture and social realities • Develop a sense of empathy and bonds of mutuality with local community • Appreciate significant contributions of local communities to Indian society and economy • Learn to value the local knowledge and wisdom of the community • Identify opportunities for contributing to community’s socio-economic improvements | 165 | definition | 1.000 | a) Objectives: • To develop an appreciation of rural culture, life-style and wisdom amongst students • To learn about the status of various agricultural and rural development programmes • To understand causes for rural distress and poverty and explore solutions for the same • To apply classroom knowledge of courses to field realities and thereby improve quality of learning b) Learning Outcomes: After completing this course, student will be able to • Gain an understanding of rural life, culture and social realities • Develop a sense of empathy and bonds of mutuality with local community • | 11 | page=11,block=0 | 0.700 | valid |
| What kind of sense is the community engagement course designed to foster in students? | a sense of empathy and bonds of mutuality with local community | Such a course will enable students to learn about rural challenges and develop understanding of rural wisdom and life-style in a respectful manner. a) Objectives: • To develop an appreciation of rural culture, life-style and wisdom amongst students • To learn about the status of various agricultural and rural development programmes • To understand causes for rural distress and poverty and explore solutions for the same • To apply classroom knowledge of courses to field realities and thereby improve quality of learning b) Learning Outcomes: After completing this course, student will be able to • Gain an understanding of rural life, culture and social realities • Develop a sense of empathy and bonds of mutuality with local community • Appreciate significant contributions of local communities to Indian society and economy • Learn to value the local knowledge and wisdom of the community • Identify opportunities for contributing to community’s socio-economic improvements | 678 | definition | 1.000 | a) Objectives: • To develop an appreciation of rural culture, life-style and wisdom amongst students • To learn about the status of various agricultural and rural development programmes • To understand causes for rural distress and poverty and explore solutions for the same • To apply classroom knowledge of courses to field realities and thereby improve quality of learning b) Learning Outcomes: After completing this course, student will be able to • Gain an understanding of rural life, culture and social realities • Develop a sense of empathy and bonds of mutuality with local community • | ||||
| What is the purpose of adapting existing courses for community engagement? | to facilitate learning from the field | 2. Adapting Existing Courses for Community Engagement The purpose of teaching is to enable learning of students. the reality of the present system of teaching in most HEIs is that students feel dis-empowered when taught only in the classroom style delivery of content. Despite advances in teaching aids, infrastructure, updated curricula and pedagogies, students are unable to relate what they study in the classroom to the field realities in which they live and where they would work in future. it is important that the classroom theory is linked to the realities of the local field areas. existing courses can be adapted, both in content and pedagogy, for community engagement to facilitate learning from the field. | 679 | definition | 1.000 | existing courses can be adapted, both in content and pedagogy, for community engagement to facilitate learning from the field. | 15 | page=15,block=3 | 0.700 | valid |
| What is a feature of courses designed to organise local knowledge? | trans-disciplinary and require community engagement activities by students | To tap local knowledge, new courses can enable systematisation of local community knowledge (like folk medicine for treatment of household animals). Such courses can be audited by students, or taken as a part of 25% provision for external (to faculty) courses now allowed by UGC guidelines. These can be short-term certificate courses, or integrated into the existing syllabus. By their very nature, such courses are trans-disciplinary and require community engagement activities by students. Students at Gandhigram Rural Institute practising | 417 | definition | 1.000 | By their very nature, such courses are trans-disciplinary and require community engagement activities by students. | 17 | page=17,block=0 | 0.700 | valid |
| What does the Learning Outcome based Curriculum Framework (LOCF) entail? | revision of curriculum at regular intervals | University Grants Commission Quality Mandate Improve the graduate outcomes Promote student linkages with society and industry Train students in professional & soft skills Teacher Vacancy not to exceed 10 % of sanctioned strength All HEIs to obtain minimum NAAC score of 2.5 by 2022 Objectives Initiatives to be undertaken by HEIs 1. Student Centric Initiations including Induction Programme for students - Deeksharambh. 2. Learning Outcome based Curriculum Framework (LOCF)- revision of curriculum at regular intervals. 3. Use of ICT based learning tools for effective teaching-learning process including MOOCs and online degrees. 4. Imparting Life Skills (Jeevan Kaushal) to students. 5. Social and Industry connect for every institution: Every institution shall adopt at least 5 villages for exchange of knowledge and for the overall social/ economic betterment of the village communities. | 475 | definition | 1.000 | Learning Outcome based Curriculum Framework (LOCF)- revision of curriculum at regular intervals. | 24 | page=24,block=0 | 0.700 | valid |
| What is the social responsibility of higher education according to the UNESCO declaration? | to advance our understanding of multifaceted issues...and our ability to respond to them | The declaration from the second UNESCO Conference on Higher Education held in Paris in July 2009 stated explicitly that, ‘Higher education has the social responsibility to advance our understanding of multifaceted issues...and our ability to respond to them... Through its core missions of teaching, research and service, it should lead society in generating global knowledge to address global challenges, inter alia, food security, climate change, water management, intercultural dialogue, renewable energy and public health.’1 | 169 | definition | 1.000 | The declaration from the second UNESCO Conference on Higher Education held in Paris in July 2009 stated explicitly that, ‘Higher education has the social responsibility to advance our understanding of multifaceted issues...and our ability to respond to them... | 6 | page=6,block=2 | 0.700 | valid |
| What is the purpose of the Centre for Indigenous Knowledge in Agriculture (CIKA) at Gandhigram Rural University? | to document, analyze, validate, standardize and further propagate the Indigenous Knowledge/ Practices in Agricultural and allied fields under various farming systems of Tamil Nadu | K4CConsortium) In addition, undertaking research in partnership with local community helps in documenting and systematising local knowledge generated through years of practice and experience.Centre for indigenous knowledge in agriculture -(CIKA) at Gandhigram Rural University is set up to document, analyze, validate, standardize and further propagate the Indigenous Knowledge/ Practices in Agricultural and allied fields under various farming systems of Tamil Nadu. Likewise, Centre for Society-University Interface (CSUIR) at BPS University undertook documentation of local Ayurvedic practices for treatment of animals and propagated the same. In order to promote the practice of sustainability in the infrastructure and functioning of HEIs, it can undertake research in partnership with local communities to reduce energy and carbon consumption. | 287 | definition | 1.000 | K4CConsortium) In addition, undertaking research in partnership with local community helps in documenting and systematising local knowledge generated through years of practice and experience.Centre for indigenous knowledge in agriculture -(CIKA) at Gandhigram Rural University is set up to document, analyze, validate, standardize and further propagate the Indigenous Knowledge/ Practices in Agricultural and allied fields under various farming systems of Tamil Nadu. | ||||
| What is the purpose of PARAMARSH in the context of initiatives by HEIs? | Mentoring of non-accredited Instititions (PARAMARSH) | shall strive by 2022 to: Initiatives to be taken by HEIs Social and Industry connect ICT based Tools Online Learning Mentoring of non-accredited Instititions (PARAMARSH) Quality research by Faculty (CARE STRIDE) Faculty Induction Programme (FIP) & ARPIT Alumini Network Evaluation Reforms Life Skills for Students (Jeevvan Kaushall) Deeksharambh- Student Induction Programme Regular Curriculum Revision (LOCF) | 117 | definition | 1.000 | shall strive by 2022 to: Initiatives to be taken by HEIs Social and Industry connect ICT based Tools Online Learning Mentoring of non-accredited Instititions (PARAMARSH) Quality research by Faculty (CARE STRIDE) Faculty Induction Programme (FIP) & ARPIT Alumini Network Evaluation Reforms Life Skills for Students (Jeevvan Kaushall) Deeksharambh- Student Induction Programme Regular Curriculum Revision (LOCF) | 24 | page=24,block=25 | 0.700 | valid |
| What is the focus of the Faculty Induction Programme? | Faculty Induction Programme (FIP) & ARPIT | shall strive by 2022 to: Initiatives to be taken by HEIs Social and Industry connect ICT based Tools Online Learning Mentoring of non-accredited Instititions (PARAMARSH) Quality research by Faculty (CARE STRIDE) Faculty Induction Programme (FIP) & ARPIT Alumini Network Evaluation Reforms Life Skills for Students (Jeevvan Kaushall) Deeksharambh- Student Induction Programme Regular Curriculum Revision (LOCF) | 212 | definition | 1.000 | shall strive by 2022 to: Initiatives to be taken by HEIs Social and Industry connect ICT based Tools Online Learning Mentoring of non-accredited Instititions (PARAMARSH) Quality research by Faculty (CARE STRIDE) Faculty Induction Programme (FIP) & ARPIT Alumini Network Evaluation Reforms Life Skills for Students (Jeevvan Kaushall) Deeksharambh- Student Induction Programme Regular Curriculum Revision (LOCF) | 24 | page=24,block=25 | 0.700 | valid |
| What initiative is designed to teach life skills to students? | Life Skills for Students (Jeevvan Kaushall) | shall strive by 2022 to: Initiatives to be taken by HEIs Social and Industry connect ICT based Tools Online Learning Mentoring of non-accredited Instititions (PARAMARSH) Quality research by Faculty (CARE STRIDE) Faculty Induction Programme (FIP) & ARPIT Alumini Network Evaluation Reforms Life Skills for Students (Jeevvan Kaushall) Deeksharambh- Student Induction Programme Regular Curriculum Revision (LOCF) | 289 | definition | 1.000 | shall strive by 2022 to: Initiatives to be taken by HEIs Social and Industry connect ICT based Tools Online Learning Mentoring of non-accredited Instititions (PARAMARSH) Quality research by Faculty (CARE STRIDE) Faculty Induction Programme (FIP) & ARPIT Alumini Network Evaluation Reforms Life Skills for Students (Jeevvan Kaushall) Deeksharambh- Student Induction Programme Regular Curriculum Revision (LOCF) | 24 | page=24,block=25 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 11 |
| page=11,block=0 |
| 0.700 |
| valid |
| 19 |
| page=19,block=4 |
| 0.700 |
| valid |