1485 extractive question-and-answer pairs built from VC handbook_Complete, published by ugc.gov.in. The source is a 377-page publication. Source-evidenced topics include university grants commission, prof. s. p. thyagarajan, prof. n. v. varghese, dr. furquan qamar, prof. k.p.s. unny, dr. dev swarup, higher education, indian universities. 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: 771 factual, 278 list, 223 summary, 104 relationship, 77 definition, 17 comparison, 15 table. 699 of the 1485 pairs (47.1%) ask explanatory questions; the remaining 786 are factual or table-based questions. 98.86% of rows pass the corpus quality gate.
This dataset contains 1,485 extractive question-and-answer pairs derived from the 'VC Handbook_Complete,' a publication by the University Grants Commission (UGC). The dataset spans topics such as higher education policies, university administration, teacher training, and academic standards in India. Each record includes the question, answer, context, and source details, enabling verification against the original document. The dataset categorizes questions into types like factual, definition, and summary, with nearly half focusing on explanatory content.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("www-ugc-gov-in-1238715b61205bd1c45e01160f8bbb12")
df.head()First 10 of 1.4K+ rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What are the usual functions of a Vice-Chancellor as per current practice? | to act as the principal academic and administrative head of the university | 18 Governance in Higher Education: Hand Book for Vice Chancellors iv. The term of office of the Vice-Chancellor shall form part of the service period of the incumbent making him/her eligible for all service related benefits. 1.7. The usual functions of a Vice-Chancellor as per current practice are: (a) to act as the principal academic and administrative head of the university; (b) to chair the statutory bodies of the university such as Governing Council / Syndicate / Board of Management / Academic Council / Finance Committee, and others. (c) to carry out the ceremonial duties/functions of the university like convocation in the absence of the Chancellor and (d) to look after and oversee the day to day activities of the university. | 304 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | The usual functions of a Vice-Chancellor as per current practice are: (a) to act as the principal academic and administrative head of the university; (b) to chair the statutory bodies of the university such as Governing Council / Syndicate / Board of Management / Academic Council / Finance Committee, and others. | 29 | page=29,block=0 | 0.700 | valid |
| What cycle should a 'Good or Best practice' be defined in terms of? | a complete Approach- Deployment-Results-Improvements (ADRI) cycle | A ‘good practice’ in a higher educational institution is an activity of the HEI commended through National Audit & Accreditation processes. A ‘best practice’ is a good practice which is time-tested and institutionalized according to the quality benchmarking stipulated by the National and International Audit and Accreditation processes. They add value to the HEI and its stakeholders. They can be adapted and transferred to other organizational settings. The terminologies of Good and Best practices are conventionally used interchangeably. the ‘Good or Best practice’ should be defined in terms of a complete Approach- Deployment-Results-Improvements (ADRI) cycle followed by Assessment and Accreditation(A&A) agencies, even though it may not necessarily be assessed as ‘good’ in all ADRI dimensions . The practice has been demonstrated as benefitting stakeholders. | 600 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | the ‘Good or Best practice’ should be defined in terms of a complete Approach- Deployment-Results-Improvements (ADRI) cycle followed by Assessment and Accreditation(A&A) agencies, even though it may not necessarily be assessed as ‘good’ in all ADRI dimensions . | ||||
| What defines the Enterprise Culture in university governance? | a strong quality framework but considerable freedom for the individual to interact with external agencies and where results are expected | Powar (2001) recognized four types of governance culture in universities: (a) The Corporate Culture where the emphasis is on the leadership provided by the senior management, top-down planning and monitoring through performance indicators; (b) The Enterprise Culture where there is a strong quality framework but considerable freedom for the individual to interact with external agencies and where results are expected; (c) The Bureaucratic Culture where there is a dominance of administration and committees; emphasis is on rules and precedent and also a desire for uniformity and stability; (d) The Collegial Culture where there is respect for the individual’s autonomy, freedom of expression, considerable devolution of authority, the dominance of academic committees and a tendency to be loose regarding procedures. | 282 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | Powar (2001) recognized four types of governance culture in universities: (a) The Corporate Culture where the emphasis is on the leadership provided by the senior management, top-down planning and monitoring through performance indicators; (b) The Enterprise Culture where there is a strong quality framework but considerable freedom for the individual to interact with external agencies and where results are expected; (c) The Bureaucratic Culture where there is a dominance of administration and committees; emphasis is on rules and precedent and also a desire for uniformity and stability; (d) | ||||
| What do the Inter-University Centres for Teacher Education provide for universities? | common advanced centralized facilities and services for universities which are not normally available within individual stand-alone institutions | 263 Chapter-X (SoEs), Teaching Learning Centres (TLCs) and Faculty Development Centres (FDCs) are directly focusing on teacher development. The Inter-University Centres for Teacher Education provide common advanced centralized facilities and services for universities which are not normally available within individual stand-alone institutions; bring convergence among the various activities of SoEs; offer the best expertise in teacher education; help continuous upgradation of teacher education curricula and publish advanced research studies relating to teacher education. The objectives of the SoEs are to conduct various academic programmes, establish centres and conduct research in curriculum development, pedagogy, special education, language teaching, develop as model institutions for teacher education and ensure integrated and inter-sectoral linkages. | 199 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | The Inter-University Centres for Teacher Education provide common advanced centralized facilities and services for universities which are not normally available within individual stand-alone institutions; bring convergence among the various activities of SoEs; offer the best expertise in teacher education; help continuous upgradation of teacher education curricula and publish advanced research studies relating to teacher education. | ||||
| What do the UGC Regulations of 1998 pertain to? | Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education | References (I) Regulations 1. University Grants Commission (UGC) Regulations (1998) on Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education, New Delhi. 2. University Grants Commission (UGC) Regulations (2000) on Minimum Qualifications Required for the Appointment and Career Advancement of Teachers in Universities and Institutions Affiliated to it, New Delhi. 3. University Grants Commission (UGC) Regulations (2003) on Establishment of and Maintenance of Standards in Private Universities, New Delhi. 4. University Grants Commission (UGC) Regulations (2003) on Minimum Standards of Instructions for the Grant of the Master’s Degree through Formal Education, New Delhi. 5. | 87 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | University Grants Commission (UGC) Regulations (1998) on Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education, New Delhi. | ||||
| What does 'autonomous status' mean for an institution? | freedom to make academic, administrative and financial decisions of the institution linked with accountability | Autonomy involves an individual’s/organization’s/ institution’s capacity and willingness to make decisions independently. Autonomy is the condition or quality of being self-governing with the right of self-governance, self- determination and independence. ‘autonomous status’ means freedom to make academic, administrative and financial decisions of the institution linked with accountability. | 282 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | ‘autonomous status’ means freedom to make academic, administrative and financial decisions of the institution linked with accountability. | 110 | page=110,block=6 | 0.700 | valid |
| What does Entry 66 of the Indian Constitution address? | co– ordination and determination of standards in institutions of higher education and/or research and scientific and technical institutions | 4.1. Sharing of responsibilities between the Union and the State Governments Entry 66 of Indian Constitution which deals with co– ordination and determination of standards in institutions of higher education and/or research and scientific and technical institutions fall under the union list. It gives authority to the union government to enact legislations on the coordination and maintenance of standards in higher education and regulate them. The creation of the University Grants Commission by an Act is based on the entry 66 of the constitution. Education in India is in the concurrent list of Indian Constitution. Concurrency implies that there will be meaningful partnership between the Union/Federal government and the State/Provincial governments in promoting education. | 126 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | Sharing of responsibilities between the Union and the State Governments Entry 66 of Indian Constitution which deals with co– ordination and determination of standards in institutions of higher education and/or research and scientific and technical institutions fall under the union list. | ||||
| What does a deep approach to learning emphasize? | efforts to understand the theory and analyse the practice of learning among students | A surface approach to learning focuses on rote memorization to meet the external demands such as examination. A deep approach to learning, on the other hand, focuses on efforts to understand the theory and analyse the practice of learning among students. Surface learning is promoted in learning | 169 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | A deep approach to learning, on the other hand, focuses on efforts to understand the theory and analyse the practice of learning among students. | 225 | page=225,block=1 | 0.700 | valid |
| What does a surface approach to learning focus on? | rote memorization to meet the external demands such as examination | A surface approach to learning focuses on rote memorization to meet the external demands such as examination. A deep approach to learning, on the other hand, focuses on efforts to understand the theory and analyse the practice of learning among students. Surface learning is promoted in learning | 42 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | A surface approach to learning focuses on rote memorization to meet the external demands such as examination. | 225 | page=225,block=1 | 0.700 | valid |
| What does autonomy represent beyond decentralisation of selected powers? | self-regulation providing responsible exercise of decision-making freedom with full commitment to accountability | Autonomy is self-regulation providing responsible exercise of decision-making freedom with full commitment to accountability, and not just decentralisation of selected powers. Accountability is the academic, administrative and financial responsibility with certain goals for each of the above, especially for teachers, students, non-teaching staff and all others aiming towards providing quality education for society. The measurement of accountability includes self-regulation and adherence to rules, motivational efforts towards accountability and pro-active role in conceiving and implementing innovations. The types of accountability would involve individual category oriented accountability, intra- | 12 | definition | 1.000 | https://www.ugc.gov.in/e-book/VC%20handbook_Complete.pdf | Autonomy is self-regulation providing responsible exercise of decision-making freedom with full commitment to accountability, and not just decentralisation of selected powers. | 113 | page=113,block=3 | 0.700 |
Read straight from the file — download or use the API URL for the full dataset.
| 278 |
| page=278,block=5 |
| 0.700 |
| valid |
| 32 |
| page=32,block=0 |
| 0.700 |
| valid |
| 274 |
| page=274,block=0 |
| 0.700 |
| valid |
| 301 |
| page=301,block=1 |
| 0.700 |
| valid |
| 58 |
| page=58,block=5 |
| 0.700 |
| valid |
| valid |