147 extractive question-and-answer pairs built from locf, published by ugc.gov.in. The source is a 29-page publication. Source-evidenced topics include learning outcomes-based curriculum framework (locf), undergraduate education, higher education, quality mandate, graduate attributes, qualification descriptors, programme learning outcomes, course learning outcomes. 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: 49 factual, 34 list, 30 summary, 17 definition, 16 relationship, 1 comparison. 98 of the 147 pairs (66.7%) ask explanatory questions; the remaining 49 are factual or table-based questions. 99.32% of rows pass the corpus quality gate.
This dataset contains 147 extractive question-and-answer pairs derived from a publication by the University Grants Commission (UGC) on the Learning Outcomes-Based Curriculum Framework (LOCF). The questions cover various topics such as undergraduate education, graduate attributes, and curriculum planning. Each answer is a verbatim excerpt from the source document, ensuring accuracy and traceability. The dataset includes diverse question types, such as definitions, summaries, and factual inquiries, with explanatory questions forming the majority.
Browse more education datasets, including other records from the same source when available.
Explore Education datasetsVice-Chancellor Handbook - Question and Answer Dataset
Economy · 939 rows
Life Skills (Jeevan Kaushal) 2019 course - Question and Answer Dataset
Economy · 164 rows
University Grants Commission Certificate - Question and Answer Dataset
Economy · 14 rows
Learning Outcomes-Based Curriculum Framework - Question and Answer Dataset
Economy · 74 rows
Panchanan Maheshwari - Question and Answer Dataset
Education · 75 rows
0681901_Letter-Pursuing_two_academic__NEP_001 - Question and Answer Dataset
Education · 21 rows
Madrasas in India Organisational Climate and Issues | JOURNAL OF INDIAN EDUCATION - Question and Answer Dataset
Education · 5 rows
Understanding Multilingualism for Promoting Indian Languages, Arts and Culture in Teacher Preparation: NEP 2020. | Educational Trend (A Journal of RIE, Ajmer - NCERT) - Question and Answer Dataset
Education · 8 rows
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/www-ugc-gov-in-403ae011c0aab99c3480845adccc3902/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-403ae011c0aab99c3480845adccc3902")
df.head()First 10 of 147 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 molecules responsible for energy, body building, catalysis, and character transfer? | biomolecules or molecules of life | Organic Chemistry IV: Biomolecules (Semester–V/ Core Course–XI):Some examples of course-level learning outcomes that a student of this course is required to demonstrate are indicated below: = Recognise that it is the harmonious and synchronous progress of chemical reactions in body which leads to life. = Recognise that chemical reactions involve certain molecules called biomolecules or molecules of life, and that these molecules constitute the source of energy in body, build the body, act as catalyst in many processes and also responsible for the transfer of characters to off springs. = Explain the structures of biomolecules (carbohydrates, proteins, enzymes, lipids and nucleic acids) and their role in life related processes. The basic types of molecules included are carbohydrates, proteins, enzymes, lipids and nucleic acids. | 373 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | = Recognise that chemical reactions involve certain molecules called biomolecules or molecules of life, and that these molecules constitute the source of energy in body, build the body, act as catalyst in many processes and also responsible for the transfer of characters to off springs. | 24 | page=24,block=0 | 0.700 | valid |
| What do graduate attributes indicate about a student's university degree programme? | a set of characteristics/competencies that are transferable beyond study of a particular subject area and programme contexts in which they have been developed | The graduate attributes include capabilities that help strengthen one’s abilities for widening current knowledge base and skills, gaining new knowledge and skills, undertaking future studies, performing well in a chosen career and playing a constructive role as a responsible citizen in the society. The graduate attributes define the characteristics of a student’s university degree programme(s), and describe a set of characteristics/competencies that are transferable beyond study of a particular subject area and programme contexts in which they have been developed. Graduate attributes are fostered through meaningful learning experiences made available through the curriculum, the total college/university experiences and a process of critical and reflective thinking. | 411 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | The graduate attributes define the characteristics of a student’s university degree programme(s), and describe a set of characteristics/competencies that are transferable beyond study of a particular subject area and programme contexts in which they have been developed. | ||||
| What do graduate attributes represent about an individual? | the particular quality and feature or characteristics of an individual, including the knowledge, skills, attitudes and values | Key outcomes underpinning curriculum planning and development The learning outcomes-based curriculum framework for undergraduate education is a framework based on the expected learning outcomes and academic standards that are expected to be attained by graduates of a programme of study and holder of a qualification. The key outcomes that underpin curriculum planning and development at the undergraduate level include Graduate Attributes, Qualification Descriptors, Programme Learning Outcomes, and Course Learning Outcomes: 1.3. Graduate attributes The graduate attributes reflect the particular quality and feature or characteristics of an individual, including the knowledge, skills, attitudes and values that are expected to be acquired by a graduate through studies at the higher education institution (HEI) such as a college or university. | 584 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | Graduate attributes The graduate attributes reflect the particular quality and feature or characteristics of an individual, including the knowledge, skills, attitudes and values that are expected to be acquired by a graduate through studies at the higher education institution (HEI) such as a college or university. | ||||
| What does the term 'course' signify within a programme of study? | the individual courses of study that make up the scheme of study for a programme | 11 Learning Outcomes-based Curriculum Framework for Undergraduate Education universities and provide a broad picture of the level of competence of graduates of a given programme of study. A programme of study may be mono disciplinary, multi-disciplinary or inter-disciplinary. Some examples of programme learning outcomes for B.Sc (Physics) and Bachelor programme in Education are given in Section 2. 1.3. Course learning outcomes The programme learning outcomes are attained by learners through the essential learnings acquired on completion of selected courses of study within a programme. The term ‘course’ is used to mean the individual courses of study that make up the scheme of study for a programme. Course learning outcomes are specific to the learning for a given course of study related to a disciplinary or interdisciplinary/multi-disciplinary area. | 626 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | The term ‘course’ is used to mean the individual courses of study that make up the scheme of study for a programme. | 12 | page=12,block=0 | ||
| What does the term 'programme' mean in the context of learning outcomes? | the entire scheme of study followed by learners leading to a qualification | Programme learning outcomes The outcomes and attributes described in qualification descriptors are attained by students through learning acquired on completion of a programme of study. The term ‘programme’ refers to the entire scheme of study followed by learners leading to a qualification. Individual programmes of study will have defined learning outcomes which must be attaind for the award of a specific certificate/diploma/degree. The programme learning outcomes are aligned with the relevant qualification descriptors. Programme learning outcomes will include subject-specific skills and generic skills, including transferable global skills and competencies, the achievement of which the students of a specific programme of study should be able to demonstrate for the award of the certificate/ Diploma/Degree qualification. | 216 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | The term ‘programme’ refers to the entire scheme of study followed by learners leading to a qualification. | 11 | page=11,block=0 | 0.700 | |
| What is the definition of a course within a programme of study? | the individual courses of study that make up the scheme of study for a programme | 11 Learning Outcomes-based Curriculum Framework for Undergraduate Education universities and provide a broad picture of the level of competence of graduates of a given programme of study. A programme of study may be mono disciplinary, multi-disciplinary or inter-disciplinary. Some examples of programme learning outcomes for B.Sc (Physics) and Bachelor programme in Education are given in Section 2. 1.3. Course learning outcomes The programme learning outcomes are attained by learners through the essential learnings acquired on completion of selected courses of study within a programme. The term ‘course’ is used to mean the individual courses of study that make up the scheme of study for a programme. Course learning outcomes are specific to the learning for a given course of study related to a disciplinary or interdisciplinary/multi-disciplinary area. | 626 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | The term ‘course’ is used to mean the individual courses of study that make up the scheme of study for a programme. | 12 | page=12,block=0 | ||
| What is the main focus of physical chemistry? | the application of concepts and laws to chemical phenomena | Chemistry is normally referred to as the science that studies systematically the composition, properties, and reactivity of matter at the atomic and molecular level. The scope of chemistry as a subject is very broad. The key areas of study within the disciplinary/subject area of chemistry comprise: organic chemistry, inorganic chemistry, physical chemistry and analytical chemistry. Organic chemistry deals with the study of (most) substances containing the element carbon; Inorganic chemistry involves the study of all other substances; and physical chemistry deals with the application of concepts and laws to chemical phenomena. Analytical chemistry is concerned with the identification and quantification of materials and the determination of composition. | 574 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | Organic chemistry deals with the study of (most) substances containing the element carbon; Inorganic chemistry involves the study of all other substances; and physical chemistry deals with the application of concepts and laws to chemical phenomena. | 17 | page=17,block=7 | ||
| What is the primary focus of analytical chemistry? | the identification and quantification of materials and the determination of composition | Chemistry is normally referred to as the science that studies systematically the composition, properties, and reactivity of matter at the atomic and molecular level. The scope of chemistry as a subject is very broad. The key areas of study within the disciplinary/subject area of chemistry comprise: organic chemistry, inorganic chemistry, physical chemistry and analytical chemistry. Organic chemistry deals with the study of (most) substances containing the element carbon; Inorganic chemistry involves the study of all other substances; and physical chemistry deals with the application of concepts and laws to chemical phenomena. Analytical chemistry is concerned with the identification and quantification of materials and the determination of composition. | 673 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | Analytical chemistry is concerned with the identification and quantification of materials and the determination of composition. | 17 | page=17,block=7 | 0.700 | valid |
| What is the primary focus of organic chemistry? | the study of (most) substances containing the element carbon | Chemistry is normally referred to as the science that studies systematically the composition, properties, and reactivity of matter at the atomic and molecular level. The scope of chemistry as a subject is very broad. The key areas of study within the disciplinary/subject area of chemistry comprise: organic chemistry, inorganic chemistry, physical chemistry and analytical chemistry. Organic chemistry deals with the study of (most) substances containing the element carbon; Inorganic chemistry involves the study of all other substances; and physical chemistry deals with the application of concepts and laws to chemical phenomena. Analytical chemistry is concerned with the identification and quantification of materials and the determination of composition. | 414 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | Organic chemistry deals with the study of (most) substances containing the element carbon; Inorganic chemistry involves the study of all other substances; and physical chemistry deals with the application of concepts and laws to chemical phenomena. | 17 | page=17,block=7 | ||
| What should be the foundation for curriculum reform in higher education? | a learning outcomes-based curriculum framework | Sustained initiatives are required for institutionalizing an outcome-oriented higher education system and enhancing employability of graduates through curriculum reform based on a learning outcomes-based curriculum framework, improving/upgrading academic resources and learning environment, raising the quality of teaching and research across all higher education institutions; technology use and integration to improve teaching-learning processes and reach a larger body of students through alternative learning modes such as open and distance learning modes and use of MOOCs. | 178 | definition | 1.000 | https://www.ugc.gov.in/e-book/locf.pdf | Sustained initiatives are required for institutionalizing an outcome-oriented higher education system and enhancing employability of graduates through curriculum reform based on a learning outcomes-based curriculum framework, improving/upgrading academic resources and learning environment, raising the quality of teaching and research across all higher education institutions; technology use and integration to improve teaching-learning processes and reach a larger body of students through alternative learning modes such as open and distance learning modes and use of MOOCs. |
Read straight from the file — download or use the API URL for the full dataset.
| 7 |
| page=7,block=0 |
| 0.700 |
| valid |
| 7 |
| page=7,block=0 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| valid |
| 0.700 |
| valid |
| 0.700 |
| valid |
| 0.700 |
| valid |
| 6 |
| page=6,block=2 |
| 0.700 |
| valid |