253 extractive question-and-answer pairs built from Induction and Mentorship for Teachers of Higher Education, published by ugc.gov.in. The source is a 48-page publication. Source-evidenced topics include higher education institutions (heis), guru dakshta programme, national educational technology forum (netf), swot analysis, leadership development programmes, academic integrity, environmental consciousness, strategic planning. 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: 83 factual, 59 summary, 58 list, 32 relationship, 21 definition. 170 of the 253 pairs (67.2%) ask explanatory questions; the remaining 83 are factual or table-based questions. 99.21% of rows pass the corpus quality gate.
This dataset contains 253 question-and-answer pairs derived from the UGC's publication on induction and mentorship for higher education teachers. The questions cover topics such as mentoring structures, curriculum development, and professional development strategies. Each answer is a verbatim excerpt from the source document, ensuring traceability to the original material. The dataset highlights the importance of mentorship in equipping new educators with necessary competencies and fostering professional growth.
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https://www.desidata.in/api/datasets/www-ugc-gov-in-279ce5f95c180170a28fb74230896a94/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("www-ugc-gov-in-279ce5f95c180170a28fb74230896a94")
df.head()First 10 of 253 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does perceived status and prestige of a prospective mentor involve? | well respected by co-workers and management | Page 20 of 48 This assessment can be used to analyse prospective mentors (Rubrics based on following aspects is available in Annexure) in the following ways: 1. Interpersonal Skill: Does the individual relate and work well with others? Can his or her attitude be characterized as “cooperative” and “facilitative” rather than “antagonistic” or “argumentative”? Does his or her history of working with peers or on teams indicate empathy to the needs of others? 2. Technical Competence: Is the individual a high performer? Does he or she demonstrate excellence or mastery in the skill or knowledge areas targeted for development? Does he or she demonstrate an approach to work and grasp of the essentials that others would hold up as exemplary? 3. Perceived Status and Prestige/Image: Is she or he well respected by co-workers and management? | 795 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | Perceived Status and Prestige/Image: Is she or he well respected by co-workers and management? | 20 | page=20,block=0 | 0.700 | valid |
| What dual role should faculty be capable of according to NEP 2020? | to approach students not just as teachers, but also as mentors and guides | Faculty will have the capacity and training to be able to approach students not just as teachers, but also as mentors and guides. | 55 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | Faculty will have the capacity and training to be able to approach students not just as teachers, but also as mentors and guides. | 3 | page=3,block=0 | 0.700 | valid |
| What has accreditation and ranking of educational institutes become? | an accepted performance indicator for judging the quality of educational processes being followed in the institutes. | Accreditation System and Ranking Framework Accreditation and ranking of educational institutes has emerged as an accepted performance indicator for judging the quality of educational processes being followed in the institutes. The institutes need to be taken to desirable quality levels by ensuring availability of resources and maintenance of processes in teaching-learning and assessment of students. Further, the teachers need to be brought to the level where they appreciate the importance of accreditation and institutional ranking. This module has been deigned to develop capabilities among the learners to understand the accreditation and ranking processes and work towards getting accreditation and attaining good standing in rankings. | 110 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | Accreditation System and Ranking Framework Accreditation and ranking of educational institutes has emerged as an accepted performance indicator for judging the quality of educational processes being followed in the institutes. The institutes need to be taken to desirable quality levels by ensuring availability of resources and maintenance of processes in teaching-learning and assessment of students. | ||||
| What is a key skill for delivering effective feedback messages? | a skill that takes time and practice to perfect | A robust 'Feedback Framework shall help deliver effective feedback messages, which is a skill that takes time and practice to perfect. Mentoring is not a one-way street; delivering feedback goes both ways. | 86 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | A robust 'Feedback Framework shall help deliver effective feedback messages, which is a skill that takes time and practice to perfect. | 19 | page=19,block=4 | 0.700 | valid |
| What is artificial intelligence concerned with in engineering? | performing tasks using programmable machines and computers that typically require human intelligence | AI and Machine Learning for Engineering Applications Artificial intelligence (AI) is an interdisciplinary activity of engineering concerned with performing tasks using programmable machines and computers that typically require human intelligence. In the twenty-first century, AI techniques have experienced a resurgence following concurrent advances in computer power, large amounts of data, theoretical understanding; and AI techniques have become an essential part of the technology industry. The objective of this module is to impart knowledge about necessary and emerging concepts of Artificial Intelligence and tools required to implement | 145 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | AI and Machine Learning for Engineering Applications Artificial intelligence (AI) is an interdisciplinary activity of engineering concerned with performing tasks using programmable machines and computers that typically require human intelligence. | 38 | page=38,block=10 | 0.700 | |
| What is evaluated regarding perceived status and prestige of prospective mentors? | Is she or he well respected by co-workers and management? | Page 20 of 48 This assessment can be used to analyse prospective mentors (Rubrics based on following aspects is available in Annexure) in the following ways: 1. Interpersonal Skill: Does the individual relate and work well with others? Can his or her attitude be characterized as “cooperative” and “facilitative” rather than “antagonistic” or “argumentative”? Does his or her history of working with peers or on teams indicate empathy to the needs of others? 2. Technical Competence: Is the individual a high performer? Does he or she demonstrate excellence or mastery in the skill or knowledge areas targeted for development? Does he or she demonstrate an approach to work and grasp of the essentials that others would hold up as exemplary? 3. Perceived Status and Prestige/Image: Is she or he well respected by co-workers and management? | 782 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | Perceived Status and Prestige/Image: Is she or he well respected by co-workers and management? | 20 | page=20,block=0 | 0.700 | |
| What is the purpose of intellectual property rights? | better identification, planning, commercialization, rendering, and thereby protection of invention or creativity | IPR is required for better identification, planning, commercialization, rendering, and thereby protection of invention or creativity. There are several types of intellectual property protection like patent, copyright, trademark, etc. Each technical institution or industry should evolve its own IPR policies, management style, strategies, and so on depending on its area of specialty. So there is need to train the faculty of technical institutions for different types of intellectual property protection. This module covers need and concept of IPR, patent, copyright filing procedure in India, IPR system at National and Inter National Level, technology transfer and commercialization for new technology. OUTCOMES On completion of this module, the learner will be able to: | 20 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | IPR is required for better identification, planning, commercialization, rendering, and thereby protection of invention or creativity. | 28 | page=28,block=0 | 0.700 | |
| What is the relationship between mentors and mentees described as? | Mentor-Mentee Relation vis-a vis Life Long Learning | Page 2 of 48 PHASE-1 PHASE-2 PHASE-3 FIRST Stage o Register as Mentor o SWOT analysis with the help of mentor o The Pairing Process o The mentor assists the beginning teacher in accomplishing specific tasks related to their new position and provides modelling of skills, sharing of strategies and observational feedback. SECOND Stage MOOCs basedFaculty Induction Program (FIP) /GURU DAKSHTA Programme in HRDCs or PMMMNMTT TEACHER IS NO LONGER RELIANT ON THE MENTOR THE DISCIPLINE SPECIFIC FIELD TRAINING & FACULTY DEVELOPMENT PROGRAMMES FOR MIDDLE / TOP LEVEL ACADEMIC ADMINISTRATORS (Blended Mode) Faculty Development Programme /Leadership Development Programme offered by HRDCs excluding Refresher Courses etc Mentor-Mentee Relation vis-a vis Life Long Learning | 712 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | SECOND Stage MOOCs basedFaculty Induction Program (FIP) /GURU DAKSHTA Programme in HRDCs or PMMMNMTT TEACHER IS NO LONGER RELIANT ON THE MENTOR THE DISCIPLINE SPECIFIC FIELD TRAINING & FACULTY DEVELOPMENT PROGRAMMES FOR MIDDLE / TOP LEVEL ACADEMIC ADMINISTRATORS (Blended Mode) Faculty Development Programme /Leadership Development Programme offered by HRDCs excluding Refresher Courses etc Mentor-Mentee Relation vis-a vis Life Long Learning | ||||
| What role do mentors play for new teachers at the low-level needs stage? | information providers for new teachers | When mentors work on professional growth goals without probing a teacher's mind-set or emotional health, skill development can become distracting, stressful and even counterproductive.The amount and types of support that new teachers receive from mentoring programs can be planned along a Continuum of Support: Low-Level Needs: Mentors act as information providers for new teachers. It's natural to do so because, at this level, support can be provided immediately and definitively. Mid-Level Needs:Mentors act as thought-partners for new teachers. Teachers' days are filled with constant decision-making. New teachers who are not accustomed to this often experience decision- making fatigue. Mentors have the greatest impact on teachers when they act as thought-partners who provide balanced empathy and expertise. High-Level Needs:Mentors act as skill developers for new teachers. | 343 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | When mentors work on professional growth goals without probing a teacher's mind-set or emotional health, skill development can become distracting, stressful and even counterproductive.The amount and types of support that new teachers receive from mentoring programs can be planned along a Continuum of Support: Low-Level Needs: Mentors act as information providers for new teachers. | ||||
| What is Mentoring? | a vitally important mechanism to benefit and train the next generation of knowledge creators and disseminators | This ever-changing nature of societies demands educators to constantly upgrade their knowledge domain: to teach and mentor a world that is always on the go to the next new technological advancement. Mentoring is a vitally important mechanism to benefit and train the next generation of knowledge creators and disseminators. In order to equip themselves with a broad repertoire of skills and dispositions to progressively improve results for students, the mentors must collaborate widely amongst each other for professional progress. | 212 | definition | 0.980 | https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf | Mentoring is a vitally important mechanism to benefit and train the next generation of knowledge creators and disseminators. | 3 | page=3,block=0 | 0.850 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 42 |
| page=42,block=4 |
| 0.700 |
| valid |
| valid |
| valid |
| valid |
| 2 |
| page=2,block=0 |
| 0.700 |
| valid |
| 18 |
| page=18,block=0 |
| 0.700 |
| valid |