1733 extractive question-and-answer pairs built from Quality Mandate Cover_CTC.cdr, published by ugc.gov.in. The source is a 277-page publication. Source-evidenced topics include quality mandate, higher education institutions, university grants commission, india, national educational policy-2020, teacher training, faculty development, student induction programme. 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: 612 factual, 337 list, 307 summary, 254 relationship, 162 definition, 38 table, 23 comparison. 1083 of the 1733 pairs (62.5%) ask explanatory questions; the remaining 650 are factual or table-based questions. 99.42% of rows pass the corpus quality gate.
This dataset comprises 1,733 extractive question-and-answer pairs sourced from the 'Quality Mandate Cover_CTC.cdr' publication by the University Grants Commission (UGC). It spans topics such as higher education quality, teacher training, faculty development, and the National Education Policy 2020. Each entry includes a question, a verbatim answer from the source, and contextual information for verification. The dataset is structured to support research and analysis in education policy and institutional development.
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import desidata
df = desidata.load("www-ugc-gov-in-24395ae0c20120d94aa1c41cdea4a41b")
df.head()First 10 of 1.7K+ rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does a student need in terms of thinking ability? | not philosophy or religion in the academic or formalistic sense of the term, but the ability to think rightly | Correct appreciation of human values is essential before introducing any suitable method of education. A student needs is not philosophy or religion in the academic or formalistic sense of the term, but the ability to think rightly. Education is not the mere accumulation of information, but assimilation of reality by degrees. | 122 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | A student needs is not philosophy or religion in the academic or formalistic sense of the term, but the ability to think rightly. | 190 | page=190,block=2 | 0.850 | valid |
| What happens to waste derived from crop and livestock activities? | derived from these activities is further processed to get useful products such as, compost and bio-ethanol | The crop residues can be used for animal feed, while manure from livestock can enhance agricultural productivity. Whatever waste is derived from these activities is further processed to get useful products such as, compost and bio-ethanol. Integration of greenhouse technology, seed technology, plant breeding boost-up production with improved input to farm. | 132 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | Whatever waste is derived from these activities is further processed to get useful products such as, compost and bio-ethanol. | 250 | page=250,block=28 | 0.850 | valid |
| What is face-to-face teaching time not used for in a blended learning method? | not used for listening to lectures or to exchange information | This is a blended learning method where students come prepared with lessons through e-learning resources and during class time they participate in discussions and interaction with teachers and peers. Face-to-face teaching time is not used for listening to lectures or to exchange information. Teachers guide the students to engage in open- ended discussions for deeper understanding of subjects and for honing their intellect. | 230 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | Face-to-face teaching time is not used for listening to lectures or to exchange information. | 72 | page=72,block=2 | 0.850 | valid |
| What is the outcome of combining all courses? | the realization of the programme | • should reflect the level of knowledge students gained, skills acquired and attributes developed after successfully completing the course; • must be measurable, attainable and manageable in number; and • should contribute to attain PLOs in such a way that each CLO should address at least one of the PLOs and also each PLO must be reasonably addressed by adequate CLOs. All courses put together are the realization of the programme. Students can get an immersive experience of the programme only if the courses are well- crafted. | 400 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | All courses put together are the realization of the programme. | 174 | page=174,block=2 | 0.850 | valid |
| What is the purpose of induction for new students in higher education? | a well-planned process for introducing the new students to higher education, to the institutional culture | Induction is a well-planned process for introducing the new students to higher education, to the institutional culture. Before it is conducted, it is essential to plan all the activities in advance. | 13 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | Induction is a well-planned process for introducing the new students to higher education, to the institutional culture. | 60 | page=60,block=3 | 0.850 | valid |
| What is the purpose of rural economic zones? | made and are connected to state economic zones further connected to global market and e-markets | Mahila Associations (women’s associations) and Apparel and Toy Making Association (ATMA) centres create avenues for local women to learn, earn and become self-reliant while serving the community. Rural economic zones are made and are connected to state economic zones further connected to global market and e-markets. This enables to create a socio-economic platform for students and budding entrepreneurs to market their frugal innovations and creative products through DEI Quantum Jugaad. | 221 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | Rural economic zones are made and are connected to state economic zones further connected to global market and e-markets. | 252 | page=252,block=35 | 0.850 | valid |
| What is the purpose of the revised Bloom’s Taxonomy? | a very useful tool to write learning outcomes of a course | But if there are multiple action verbs, then the one that articulates the highest level of learning should be focused upon. The revised Bloom’s Taxonomy is a very useful tool to write learning outcomes of a course. It provides a list of verbs with increasing levels of complexity, which helps to identify the nature of students learning activity. | 156 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | The revised Bloom’s Taxonomy is a very useful tool to write learning outcomes of a course. | 175 | page=175,block=2 | 0.850 | valid |
| How can the internationalization of higher education be viewed? | as a cycle of numerous interdependent processes | the presence of international faculty, in fact long-term international faculty, may positively impact the quality and attractiveness of the universities. In order to attract best international faculty, there needs to be a supportive policy framework at the national level as well as encouraging organizational mechanisms, which facilitate international faculty recruitment. internationalization of higher education, consisting of different pathways, could be viewed as a cycle of numerous interdependent processes. References Alstete , W. J. 1995. Benchmarking in Higher Education: Adapting Best practices To Improve Quality, Washington, DC: George Washington University. Altbach, P. G. 2012. “Franchising — The McDonaldization of Higher Education”, International Higher Education, 66: 7–8. Altbach, P.G. and E. Mathews. 2015. | 466 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | internationalization of higher education, consisting of different pathways, could be viewed as a cycle of numerous interdependent processes. | 227 | page=227,block=2 | ||
| How did the OECD describe quality education in the 1990s? | Assured the acquisition of knowledge, capacity, skills, and the necessary attitude by all youngsters in order to get prepared to adulthood. | In the 1990s, OECD defined quality education like the one that, “Assured the acquisition of knowledge, capacity, skills, and the necessary attitude by all youngsters in order to get prepared to adulthood.” The document, “The four pillars of education”, from UNESCO, rejects the mere instrumental and productivist view in education. It states that human’s education must be organized according to four fundamentals of learning: learning to know, learning to do, learning to live together, and learning to be. | 65 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | In the 1990s, OECD defined quality education like the one that, “Assured the acquisition of knowledge, capacity, skills, and the necessary attitude by all youngsters in order to get prepared to adulthood.” The document, “The four pillars of education”, from UNESCO, rejects the mere instrumental and productivist view in education. | 12 | page=12,block=4 | 0.700 | |
| How do scholars interpret the word 'value' as a verb? | appraising, estimating, respecting, or cherishing something as very important and dear | Derived from the Latin word ‘Valerie’, meaning “to be strong and vigorous”, ‘value’ as a noun, indicates personal belief and attitude, in a broad sense. In the opinion of scholars, the word ‘value’, as a verb, could indicate appraising, estimating, respecting, or cherishing something as very important and dear. Values are classified in various ways: personal and social, moral and cultural, traditional and modern, spiritual and religious. Such classifications include values such as compassion, cooperation, courage, courtesy, curiosity, discipline, duty, equality, integrity, justice, patriotism, social service, sincerity, and tolerance. | 225 | definition | 1.000 | https://www.ugc.gov.in/e-book/Quality%20Mandate%20E-BOOK.pdf | In the opinion of scholars, the word ‘value’, as a verb, could indicate appraising, estimating, respecting, or cherishing something as very important and dear. | 51 | page=51,block=4 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
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