1691 extractive question-and-answer pairs built from AnnualReport14-15, published by ncert.nic.in. The source is a 281-page publication. Source-evidenced topics include ncert, annual report 2014-15, school education, teacher education, national achievement survey, eighth all india school education survey, vocational education, ecce. 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. Question types in the export: 903 factual, 346 list, 303 summary, 76 definition, 48 relationship, 15 table. 773 of the 1691 pairs (45.7%) ask explanatory questions; the remaining 918 are factual or table-based questions. 97.46% of rows pass the corpus quality gate.
This dataset contains 1,691 extractive question-and-answer pairs derived from the NCERT Annual Report 2014-15, spanning topics such as school education, teacher training, vocational education, and national surveys. Each record includes a question, its answer, the context from the source document, and metadata like page numbers and validation status. The dataset is structured to allow verification against the original 281-page report, ensuring transparency and accuracy.
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df = desidata.load("www-ncert-nic-in-53f73cdc7782560c0ab107781a7d58da")
df.head()First 10 of 1.6K+ rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What is the focus of the film Khel Khel Mein? | a film on Arts as Pedagogy at primary level | The film Vidyalayo mein Kala Shiksha shows the interaction with teachers from different states who discuss the present status of arts education in schools. Khel Khel Mein is a film on Arts as Pedagogy at primary level. Ek Kaksha Aisi Bhi shows how different subjects can be taught through art forms. | 174 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | Khel Khel Mein is a film on Arts as Pedagogy at primary level. | 72 | page=72,block=0 | 0.850 | valid |
| What is the purpose and origin of the handbook Including Children with Special Needs: Primary Stage? | the result of numerous interactions with the stakeholders and it depicts realistic examples from the grassroots | The handbook Including Children with Special Needs: Primary Stage provides exemplary guidelines for meeting the special needs of children in an inclusive classroom. The handbook is the result of numerous interactions with the stakeholders and it depicts realistic examples from the grassroots. It is organised in two main sections: i) suggestions, tips and strategies for inclusive classrooms which have students with specific needs related to sensory disabilities, physical disabilities and cognitive/intellectual disabilities; and ii) understanding about CCE and offers a few suggestions on how it could be utilised for an inclusive classroom. | 181 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | The handbook is the result of numerous interactions with the stakeholders and it depicts realistic examples from the grassroots. | 54 | page=54,block=12 | 0.850 | valid |
| What is the purpose of the National Documentation Unit? | a resource centre to develop and maintain information with reference to pre-school and elementary education and acts as a clearing house to disseminate information widely | It also acts as a nodal centre at the national level for the implementation of the SSA activities related to quality improvement at the elementary stage. The National Documentation Unit is a resource centre to develop and maintain information with reference to pre-school and elementary education and acts as a clearing house to disseminate information widely. The department publishes quarterly journals ‘The Primary Teacher’ and ‘Prathmik Shikshak’ and children’s magazine ‘Firkee Bachoon Ki’. | 189 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | The National Documentation Unit is a resource centre to develop and maintain information with reference to pre-school and elementary education and acts as a clearing house to disseminate information widely. | 23 | page=23,block=4 | 0.850 | valid |
| What is the responsibility of the division related to international cooperation? | responsible for coordinating various activities relating to international cooperation | The division is responsible for coordinating various activities relating to international cooperation. It facilitates exchange of information and experts relating to education system in general and school education in particular – encompassing a wide spectrum of relevant areas, such as, policy perspectives, curriculum framework and curriculum, syllabus, textbooks and other teaching-learning materials, teacher education, vocational education and skill development, ICT, etc. | 16 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | The division is responsible for coordinating various activities relating to international cooperation. | 28 | page=28,block=5 | 0.850 | valid |
| What is the subject of the set of three films titled Jab Hum Ghumne Gaye? | a set of three films which has been made on visit to a neighbouring monument of Kila Rai Pithora, Saket Road, New Delhi | Ek Kaksha Aisi Bhi shows how different subjects can be taught through art forms. Jab Hum Ghumne Gaye is a set of three films which has been made on visit to a neighbouring monument of Kila Rai Pithora, Saket Road, New Delhi. The first part is the preparatory classroom activities, and the second part is on the visit to the monument of Kila Rai Pithora and the third one is on post-visit presentation at school. | 104 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | Jab Hum Ghumne Gaye is a set of three films which has been made on visit to a neighbouring monument of Kila Rai Pithora, Saket Road, New Delhi. | 72 | page=72,block=0 | 0.850 | valid |
| What was the outcome of the tryout for the scheme introduced in Manipur in 1993? | not effective and teachers were reluctant to take up the scheme, but still the scheme was made mandatory from the following year with several modifications | In the state of Manipur, the scheme was introduced in 1993 as a try-out in four districts, with 25 weekly tests for every subject in one academic year. The tryout was not effective and teachers were reluctant to take up the scheme, but still the scheme was made mandatory from the following year with several modifications. Similarly in Assam, it is stated that CCE has been introduced since 1996. | 167 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | The tryout was not effective and teachers were reluctant to take up the scheme, but still the scheme was made mandatory from the following year with several modifications. | 97 | page=97,block=2 | 0.850 | valid |
| What was the purpose of the educational tour for the IV year biological stream students? | part of their practical syllabus | IV year (Biological stream) went on study tour to Gulab Bagh Zoological Garden, Udaipur and Aquaculture and Fisheries Research Centre, Maharana Pratap University of Agriculture and Technology, Udaipur. The educational tour was part of their practical syllabus. More than 20 species were seen by the students in the zoological garden. | 227 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | The educational tour was part of their practical syllabus. | 153 | page=153,block=2 | 0.850 | valid |
| What was the purpose of using multimedia during the training? | used to benefit the participants to understand the use of ICT in language classroom | The training modalities used were interactive using pair work, group work, discussion, debate, project works etc. Multimedia was used to benefit the participants to understand the use of ICT in language classroom. Ample opportunities were given to participants to gain hands-on experiences through ICT. | 129 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | Multimedia was used to benefit the participants to understand the use of ICT in language classroom. | 110 | page=110,block=14 | 0.850 | valid |
| What are learning indicators used for in the context of elementary education? | provide check points to access child’s learning at different points of time | CCE helps teachers to determine child’s strengths, identify learning gaps and provide timely feedback and improve the teaching and learning process in accordance with the children’s needs. Learning Indicators : NCERT has developed and published stage-wise curricular expectations and class-wise learning indicators for different subjects at the elementary stage. Learning indicators provide check points to access child’s learning at different points of time, so as to provide timely feedback to children for further improving each child’s learning as per his/ her pace. Improvement of Learning Science and Mathematics at the Upper Primary Stage : For improving the learning of science and mathematics at upper primary stage, a wide range of resource material for teachers and learners has been developed. | 385 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | Learning indicators provide check points to access child’s learning at different points of time, so as to provide timely feedback to children for further improving each child’s learning as per his/ her pace. | 165 | |||
| What classification is used for items in the National Achievement Survey Class V (Cycle-3)? | items those were responded correctly by less than 50 percent and items those were responded correctly by 50 percent or more students. | In these reports, item-wise performance of students in National Achievement Survey Class V (Cycle-3) in reading, comprehension, mathematics and environmental studies is reported. Items are classified into two groups, i.e., items those were responded correctly by less than 50 percent and items those were responded correctly by 50 percent or more students. The items in the first group were tagged as ‘What students can’t do’ and the second group items were as ‘What students can do’. Besides, distracter analysis for each item is also provided for all items tested in all the three subjects. The analysis provides an insight about how students are doing in the subject tested across the states/UTs. This will help in providing feedback in general for planning interventions at national/state level. | 223 | definition | 1.000 | https://www.ncert.nic.in/pdf/annualreport/AnnualReport14-15.pdf | Items are classified into two groups, i.e., items those were responded correctly by less than 50 percent and items those were responded correctly by 50 percent or more students. The items in the first group were tagged as ‘What students can’t do’ and the second group items were as ‘What students can do’. |
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| page=165,block=2 |
| 0.700 |
| valid |
| 93 |
| page=93,block=2 |
| 0.700 |
| valid |