155 extractive question-and-answer pairs built from Unnat Bharat Abhiyan, published by ugc.gov.in. The source is a 25-page publication. Source-evidenced topics include social responsibility, community engagement, higher educational institutions, india, university grants commission (ugc), unnat bharat abhiyan (uba), sustainable development goals (sdgs), national curriculum framework. 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: 77 factual, 25 summary, 23 list, 22 relationship, 8 definition. 78 of the 155 pairs (50.3%) ask explanatory questions; the remaining 77 are factual or table-based questions. 98.71% of rows pass the corpus quality gate.
This dataset contains 155 extractive question-and-answer pairs derived from the Unnat Bharat Abhiyan publication by the University Grants Commission (UGC). It focuses on topics such as community engagement, social responsibility, and sustainable development goals (SDGs). Questions are categorized into factual, summary, list, relationship, and definition types, with explanatory questions making up 50.3% of the dataset. Each answer is a verbatim excerpt from the source document, ensuring traceability to the original material.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("www-ugc-gov-in-55ec08a9bb66004087c24341c65a0677")
df.head()First 10 of 155 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does engaged teaching entail in relation to students and the world? | interaction of students with the curriculum and the world around the university. | Even within the existing curriculum and syllabus, community engaged learning can be facilitated through use of new and innovative teaching-learning methods. The pedagogies of engaged & experiential learning can be designed in each course and discipline. These include field labs, internships, participatory action research, service-learning, community projects, etc. Engaged teaching entails interaction of students with the curriculum and the world around the university. An engaged, outward, trans-disciplinary stance will enable enriching the curriculum and promoting learning in multi-modal pedagogies in addition to | 392 | definition | 1.000 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | Engaged teaching entails interaction of students with the curriculum and the world around the university. An engaged, outward, trans-disciplinary stance will enable enriching the curriculum and promoting learning in multi-modal pedagogies in addition to | 15 | page=15,block=8 | 0.700 | valid |
| What does engaged teaching involve in relation to students and the curriculum? | interaction of students with the curriculum and the world around the university | Even within the existing curriculum and syllabus, community engaged learning can be facilitated through use of new and innovative teaching-learning methods. The pedagogies of engaged & experiential learning can be designed in each course and discipline. These include field labs, internships, participatory action research, service-learning, community projects, etc. Engaged teaching entails interaction of students with the curriculum and the world around the university. An engaged, outward, trans-disciplinary stance will enable enriching the curriculum and promoting learning in multi-modal pedagogies in addition to | 392 | definition | 1.000 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | Engaged teaching entails interaction of students with the curriculum and the world around the university. | 15 | page=15,block=8 | 0.700 | valid |
| What is the purpose of the PARAMARSH mentoring program? | Mentoring of non-accredited institutions (PARAMARSH). | Mentoring of non-accredited institutions (PARAMARSH). improve the graduate outcomes for the students to ensure that they get access to employment/self- employment or engage themselves in pursuit of higher education. promote linkage of students with the society and industry to ensure that at least 2/3rd of the students engage in socially productive activities and get industry exposure during their period of study in the institutions. train the students in essential professional and life skills such as team work, communication skills, leadership skills, time management skills etc; inculcate human value sand professional ethics, and the spirit of innovation/ entrepreneurship and critical thinking among the students and promote avenues for display of these talents. ensure that vacancies of teaching posts at any point of time do not exceed 10% of the sanctioned strength; and 100% of the teachers are oriented about the latest and emerging trends including ICT in their respective domains of knowledge, and the pedagogies that disseminate their knowledge to the students. every institution shall get NAAC accreditation with a minimum score of 2.5 by 2022. | 0 | definition | 1.000 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | |||||
| What is the purpose of the STRIDE scheme? | for Trans-disciplinary Research for India’s Developing Economy | University-Industry linkages to be promoted to improve employability. 6. Evaluation Reforms-test the concept, and application 7. Student Career Progression and Alumni Network. 8. Faculty Induction Programme (FIP), Annual Refresher Programme in Teaching (ARPIT) and Leadership Training for Educational Administrators (LEAP). 9. Scheme for Trans-disciplinary Research for India’s Developing Economy (STRIDE) and Consortium for Academic & Research Ethics (CARE). 10. | 334 | definition | 1.000 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | Scheme for Trans-disciplinary Research for India’s Developing Economy (STRIDE) and Consortium for Academic & Research Ethics (CARE). | 24 | page=24,block=0 | 0.700 | valid |
| What type of knowledge can be systematised through new courses for local communities? | local community knowledge (like folk medicine for treatment of household animals) | To tap local knowledge, new courses can enable systematisation of local community knowledge (like folk medicine for treatment of household animals). Such courses can be audited by students, or taken as a part of 25% provision for external (to faculty) courses now allowed by UGC guidelines. These can be short-term certificate courses, or integrated into the existing syllabus. By their very nature, such courses are trans-disciplinary and require community engagement activities by students. Students at Gandhigram Rural Institute practising | 66 | definition | 1.000 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | To tap local knowledge, new courses can enable systematisation of local community knowledge (like folk medicine for treatment of household animals). | 17 | page=17,block=0 | 0.700 | valid |
| What does the CARE initiative focus on? | Consortium for Academic & Research Ethics (CARE). | University-Industry linkages to be promoted to improve employability. 6. Evaluation Reforms-test the concept, and application 7. Student Career Progression and Alumni Network. 8. Faculty Induction Programme (FIP), Annual Refresher Programme in Teaching (ARPIT) and Leadership Training for Educational Administrators (LEAP). 9. Scheme for Trans-disciplinary Research for India’s Developing Economy (STRIDE) and Consortium for Academic & Research Ethics (CARE). 10. | 410 | definition | 0.980 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | Scheme for Trans-disciplinary Research for India’s Developing Economy (STRIDE) and Consortium for Academic & Research Ethics (CARE). 10. | 24 | page=24,block=0 | 0.700 | valid |
| How can faculties of natural sciences and engineering contribute to community engagement? | educate local communities about new technological innovations as well as inform students and faculty about ways to harness local technology and knowledge | 8 Fostering Social Responsibility & Community Engagement in Higher Education Institutions in India b) University-wide, in each faculty and discipline: Community engagement should not be limited to a few social science disciplines alone. It should be practiced across all disciplines and faculties of HEIs. Faculties of natural sciences and engineering can also promote community engagement in teaching and research. This will help educate local communities about new technological innovations as well as inform students and faculty about ways to harness local technology and knowledge. c) Credit-based for students: Participation of students in teaching activities of community engagement and research projects and learning should earn them credits. | 431 | relationship | 0.970 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | This will help educate local communities about new technological innovations as well as inform students and faculty about ways to harness local technology and knowledge. | 9 | |||
| How can partnership research improve the work of HEIs? | improve the relevance and quality of their research | Such partnership research can also help recycle water and waste in ways that are locally useful by communities around them. When HEIs undertake research in partnership with local communities and other institutions, they can improve the relevance and quality of their research. Local governments, district administration, local business and NGOs can all benefit from | 224 | relationship | 0.970 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | When HEIs undertake research in partnership with local communities and other institutions, they can improve the relevance and quality of their research. | 19 | page=19,block=4 | 0.700 | valid |
| How can social innovation projects by students be linked to the curriculum? | meaningful links to existing curriculum and courses | Incubation of such social innovation projects by students can also have meaningful links to existing curriculum and courses. Some competitions for social innovation are being organized by some HEIs; they should be integrated into the curriculum. 2. Operational Guidelines This section provides operational guidelines for implementation of this national curriculum framework for fostering community engagement and social responsibility in HEIs. | 72 | relationship | 0.970 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | Incubation of such social innovation projects by students can also have meaningful links to existing curriculum and courses. | 10 | page=10,block=0 | 0.700 | valid |
| How does complementing theory with field-based application affect its value? | the value and usability of the theory increases manifold. | 15 Fostering Social Responsibility & Community Engagement in Higher Education Institutions in India the classroom and laboratories. new approaches to learning based on dialogical, co-learning, participatory and problem- oriented methods are required for teaching existing curriculum. If a part of the theory is complemented with field-based application, the value and usability of the theory increases manifold. This will improve quality of learning through application of classroom theory in the field realities. It will also contribute to deeper sensitisation of students and faculty to the socio-economic realities of our nation. The wisdom, knowledge and expertise of local communities and practitioners will also thus become accessible to students and their teachers alike. | 354 | relationship | 0.970 | https://www.ugc.gov.in/e-book/UNNAT%20BHARAT%20ABHIYAN.pdf | If a part of the theory is complemented with field-based application, the value and usability of the theory increases manifold. This will improve quality of learning through application of classroom theory in the field realities. | 16 |
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| Mentoring of non-accredited institutions (PARAMARSH). improve the graduate outcomes for the students to ensure that they get access to employment/self- employment or engage themselves in pursuit of higher education. |
| 24 |
| page=24,block=0 |
| 0.700 |
| valid |
| page=9,block=0 |
| 0.700 |
| valid |
| page=16,block=0 |
| 0.700 |
| valid |