| What is described as the primary purpose of an educational institution? | the very purpose of an education institution therefore the excellence of academics is the key for sustained success of any policy initiative | The NEP-2020 is not only laying the foundation for the future of our country but is also serving as a transformational change in our education system. Academics is the very purpose of an education institution therefore the excellence of academics is the key for sustained success of any policy initiative. Flexibility, content modernization, application orientation, and research rejuvenation will propel the Indian higher educational institutions (HEIs) to making an international impact. | 164 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | Academics is the very purpose of an education institution therefore the excellence of academics is the key for sustained success of any policy initiative. | 52 | page=52,block=1 | 0.850 | valid |
| What is the basis for assessment in the accreditation process? | based on a combination of quantitative and qualitative metrics | Onsite team visits are not carried out. Assessment is based on a combination of quantitative and qualitative metrics. Assessment is based on a combination of quantitative and qualitative metrics. | 54 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | Assessment is based on a combination of quantitative and qualitative metrics. | 26 | page=26,block=2 | 0.850 | valid |
| What approach needs to be introduced in engineering education for all-round development? | Systems approach instead of training of only unit processes | • Systems approach instead of training of only unit processes needs to be introduced in engineering education (for all round development from drawing and designing for components and integration of them into the final machine or system). It is necessary to innovate by design and not by accident. design thinking and project management should also be taught. • Research must complement teaching in engineering education to complete and update the knowledge base for engineering and technology. | 3 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | • Systems approach instead of training of only unit processes needs to be introduced in engineering education (for all round development from drawing and designing for components and integration of them into the final machine or system). | 46 | page=46,block=1 | 0.700 | valid |
| What characterized the gurukul system of education in ancient India? | a perfect model of holistic education, where gurus mentored their students through experiential learning, educating them with the study of the Vedas | All higher education institutions (HEIs) providing UG, PG, and doctoral programmes ranging from traditional disciplines of the humanities, social sciences, and pure sciences to various professional, technical, and vocational disciplines, have to impart HME to the students. NEP-2020 envisions that HME is the need of the hour, to produce well-rounded individuals, rooted in Indian culture, with capabilities to keep pace in an integrated manner, with the demands of the 21st century. In fact, from the rich ancient past and heritage, we understand that the Indian vision of education always relied on holistic and integrated development of the body, mind, intellect, and soul of the human being. In ancient India, the gurukul system of education was a perfect model of holistic education, where gurus mentored their students through experiential learning, educating them with the study of the Vedas, | 750 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | In ancient India, the gurukul system of education was a perfect model of holistic education, where gurus mentored their students through experiential learning, educating them with the study of the Vedas, |
| What did Swami Vivekananda say education should bring out in a person? | the perfection already in man | It’s a man-making religion that we want. It is man-making theories that we want. It is man-making education that we want.” He further asserted, “Education is the manifestation of the perfection already in man.” He believed education should produce an all-round developed and complete human being with an upright character. The educationist, Rabindranath Tagore had firm views that education should aim at self-realization, holistic development, and connecting deeply with one’s culture and the surrounding world. Shri Aurobindo believed that the holistic development of an individual should also include spiritual development, besides the development of body, mind, and intellect. Pandit Madan Mohan Malaviya emphasized that the core value of education should be holistic and it should focus on character building, developing patriotism, compassion, love, and devotion to the motherland. | 179 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | It is man-making education that we want.” He further asserted, “Education is the manifestation of the perfection already in man.” He believed education should produce an all-round developed and complete human being with an upright character. |
| What does jigyasa represent as a quality of a good student? | the strong desire, curiosity, the urge to learn | Acharya Vallabha propounded that a good student should demonstrate the three qualities of jigyasa, amaatsarya and shravandara. • Jigyasa is the strong desire, curiosity, the urge to learn. The process of learning is not merely a ladder to success but an inherent, burning, and perpetual desire or curiosity to know. • Amaatsarya or non-avarice towards knowledge is the next quality of students. Student must not at any stage consider themselves superior to the teacher. They must respectfully accept that the teacher knows more than them and thus be humble and eager to gain wisdom from him. • Shravanadara, implies that students need to be attentive, punctual, inquisitive yet humble while attending lectures. | 141 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | • Jigyasa is the strong desire, curiosity, the urge to learn. | 20 | page=20,block=1 | 0.700 | valid |
| What does jigyasa signify as a quality of a good student according to Acharya Vallabha? | the strong desire, curiosity, the urge to learn | Acharya Vallabha propounded that a good student should demonstrate the three qualities of jigyasa, amaatsarya and shravandara. • Jigyasa is the strong desire, curiosity, the urge to learn. The process of learning is not merely a ladder to success but an inherent, burning, and perpetual desire or curiosity to know. • Amaatsarya or non-avarice towards knowledge is the next quality of students. Student must not at any stage consider themselves superior to the teacher. They must respectfully accept that the teacher knows more than them and thus be humble and eager to gain wisdom from him. • Shravanadara, implies that students need to be attentive, punctual, inquisitive yet humble while attending lectures. | 141 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | • Jigyasa is the strong desire, curiosity, the urge to learn. | 20 | page=20,block=1 | 0.700 | valid |
| What does the term 'Vishwa Guru' represent in relation to ancient India? | “Vishwa Guru” or “world teacher’ | Bharat became “Vishwa Guru” or “world teacher’ owing to the gurukul tradition of quality learning as was prevalent in ancient India. The ancient Indian tradition of gurukuls, the residential centres of learning, was prevalent in approximately 5000 BCE in the Indian subcontinent. These learning centres were supported by public donations; therefore, they had the freedom to decide the subjects to be taught, design their own curricula, pedagogy, and methods of evaluation. Sixteen subjects and sixty-four skill-based courses were taught and practised in these gurukuls. There were no examinations; the learning outcomes were assessed though continuous evaluation. Gurukuls believed that nothing can be ‘taught’. The gurus, teachers, were facilitators and guides. They did not train the minds of their students, the shishyas, but only showed them how to perfect their instruments of learning. | 14 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | Bharat became “Vishwa Guru” or “world teacher’ owing to the gurukul tradition of quality learning as was prevalent in ancient India. | 19 | page=19,block=1 |
| What does the term 'quality education' need to align with? | education that serves the current and emerging needs of the individuals, communities and the nation, and most importantly, enlightens the inner- self of humanity. | In fact, the term “quality education” has to be synonymous with education that serves the current and emerging needs of the individuals, communities and the nation, and most importantly, enlightens the inner- self of humanity. The Government of India has demonstrated exemplary commitments in the implementation of NEP-2020 for infusing quality in our learning system. | 64 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | In fact, the term “quality education” has to be synonymous with education that serves the current and emerging needs of the individuals, communities and the nation, and most importantly, enlightens the inner- self of humanity. The Government of India has demonstrated exemplary commitments in the implementation of NEP-2020 for infusing quality in our learning system. | 22 | page=22,block=1 | 0.700 | valid |
| What does the term भारतीय-ज्ान-परंपरा (Bharatiya-Jnana-parampara) refer to? | all the systematized knowledge that was created by Indians in the Indian subcontinent over the millennia | This way of life has been transmitted through the unbroken traditions of the भारतीय-ज्ान-परंपरा (Bharatiya-Jnana-parampara, Indian Knowledge Systems, IKS) over several millennia. The IKS in this context refers to all the systematized knowledge that was created by Indians in the Indian subcontinent over the millennia and was transmitted through oral traditions, manuscripts, texts, and traditional practices. The IKS exists in all Indian languages in multiple forms. | 213 | definition | 1.000 | https://www.ugc.gov.in/e-book/SouvenirABSS.pdf | The IKS in this context refers to all the systematized knowledge that was created by Indians in the Indian subcontinent over the millennia and was transmitted through oral traditions, manuscripts, texts, and traditional practices. | 36 | page=36,block=1 | 0.700 | valid |