98 extractive question-and-answer pairs built from GL Multipe Entry Exit, published by ugc.gov.in. The source is a 18-page publication. Source-evidenced topics include university grants commission, higher education institutions, massive open online courses, moocs, swayam, flexible learning, lifelong learning, undergraduate 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: 71 factual, 13 summary, 5 definition, 5 list, 4 relationship. 27 of the 98 pairs (27.6%) ask explanatory questions; the remaining 71 are factual or table-based questions. 97.96% of rows pass the corpus quality gate.
This dataset contains 98 question-and-answer pairs derived from the UGC's guidelines on multiple entry and exit in academic programs, as outlined in a publication available on ugc.gov.in. The questions cover topics such as credit calculation, the Academic Bank of Credits (ABC), and flexible learning pathways. Each answer is a verbatim excerpt from the source document, ensuring traceability to the original text. The dataset highlights the structure of academic programs, credit requirements, and the flexibility introduced by the National Education Policy (NEP) 2020.
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
Good Academic Research Practices - Question and Answer Dataset
Economy · 174 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-5792849a192db5ffc1a91183095b0911/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-5792849a192db5ffc1a91183095b0911")
df.head()First 10 of 98 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| How is a single credit calculated for academic work? | one hour of theory or one hour of tutorial or two hours of laboratory work, per week for a duration of a semester (13-15 weeks) | The Skill Assessment Board may have the Vice-Chancellor/ Principal/Director/Nodal Officer/Coordinator of the programme/Centre, representatives of the partner industry(s), one nominee of the Controller of Examination or his/her nominee of the university/autonomous college and at least one external expert. • One credit means the standard methodology of calculating one hour of theory or one hour of tutorial or two hours of laboratory work, per week for a duration of a semester (13-15 weeks) resulting in the award of one credit; which is awarded by a higher educational institution on which these regulations apply; and, Credits’ for internship shall be one credit per one week of internship, subject to a maximum of six credits. | 365 | definition | 1.000 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | • One credit means the standard methodology of calculating one hour of theory or one hour of tutorial or two hours of laboratory work, per week for a duration of a semester (13-15 weeks) resulting in the award of one credit; which is awarded by a higher educational institution on which these regulations apply; and, Credits’ for internship shall be one credit per one week of internship, subject to a maximum of six credits. | 14 | page=14,block=4 | 0.700 | valid |
| What is the Academic Bank of Credits (ABC) described as? | an academic service mechanism as a digital/virtual/online entity | In order to pave the way for seamless student mobility, the NEP, 2020 envisages adjustments in the structure and lengths of degree programmes and an Academic Bank of Credits (ABC) to ensure seamless student mobility between or within degree-granting HEIs through a formal system of credit recognition, credit accumulation, credit transfers, and credit redemption to promote distributed and flexible teaching-learning. The ABC is an academic service mechanism as a digital/virtual/online entity established and managed by Ministry of Education (MoE)/UGC to facilitate students to become its academic account holders. To take this forward, NEP, 2020 promotes rigorous research-based specialization and opportunities for multidisciplinary work, including academia, government and interdisciplinary thinking at the graduate, Master’s and doctoral level education in large multidisciplinary universities. | 429 | definition | 1.000 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | The ABC is an academic service mechanism as a digital/virtual/online entity established and managed by Ministry of Education (MoE)/UGC to facilitate students to become its academic account holders. | ||||
| What principle does the Academic Bank of Credits work on? | the principle of multiple entry and exit | The Academic Bank of Credits (ABC), a national-level facility will promote the flexibility of the curriculum framework and interdisciplinary/multidisciplinary academic mobility of students across the HEIs in the country with appropriate “credit transfer” mechanism. It shall be a mechanism to facilitate the students to choose their own learning path to attain a Degree/ Diploma/Certificate, working on the principle of multiple entry and exit as well as anytime, | 403 | definition | 1.000 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | It shall be a mechanism to facilitate the students to choose their own learning path to attain a Degree/ Diploma/Certificate, working on the principle of multiple entry and exit as well as anytime, | 8 | page=8,block=16 | 0.700 | valid |
| How does the Academic Bank of Credits help students accumulate credits? | through the facility created by the ABC scheme in the “Academic Bank Account” | anywhere, and any level of learning. ABC shall enable the integration of multiple disciplines of higher learning leading to the desired learning outcomes including increased creativity, innovation, higher order thinking skills and critical analysis. ABC shall provide significant autonomy to the students by providing an extensive choice of courses for a programme of study, flexibility in curriculum, novel and engaging course options across a number of higher education disciplines/ institutions. The multiple entry and exit options for students is facilitated at the undergraduate and Master’s levels. It would facilitate credit accumulation through the facility created by the ABC scheme in the “Academic Bank Account” opened for students across the country to transfer and consolidate the credits earned by them by undergoing courses in any of the eligible HEIs. | 645 | relationship | 0.970 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | It would facilitate credit accumulation through the facility created by the ABC scheme in the “Academic Bank Account” opened for students across the country to transfer and consolidate the credits earned by them by undergoing courses in any of the eligible HEIs. | ||||
| What does the multiple entry and exit option enable regarding credit accumulation and validation? | Enable credit accumulation and transfer along with provision of evaluation and validation of non-formal and informal learning | The guidelines of the proposed multiple entry and exit option will serve the following objectives: • Remove rigid boundaries and facilitate new possibilities for learners. • Curtail the dropout rate and improve GER • Offer creative combinations of disciplines of study that would enable multiple entry and exit points. • Offer flexibility in curriculum and novel course options to students in addition to discipline specific specializations. • Offer different designs of the Master’s programme. • Enable credit accumulation and transfer along with provision of evaluation and validation of non-formal and informal learning for the award of a degree and encourage lifelong learning; and • Facilitate encashing credits earned when the learner resumes his/her programmes of study. | 497 | relationship | 0.970 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | • Enable credit accumulation and transfer along with provision of evaluation and validation of non-formal and informal learning for the award of a degree and encourage lifelong learning; and • Facilitate encashing credits earned when the learner resumes his/her programmes of study. | ||||
| What is one goal of the proposed multiple entry and exit option related to dropout rates? | Curtail the dropout rate and improve GER | The guidelines of the proposed multiple entry and exit option will serve the following objectives: • Remove rigid boundaries and facilitate new possibilities for learners. • Curtail the dropout rate and improve GER • Offer creative combinations of disciplines of study that would enable multiple entry and exit points. • Offer flexibility in curriculum and novel course options to students in addition to discipline specific specializations. • Offer different designs of the Master’s programme. • Enable credit accumulation and transfer along with provision of evaluation and validation of non-formal and informal learning for the award of a degree and encourage lifelong learning; and • Facilitate encashing credits earned when the learner resumes his/her programmes of study. | 174 | relationship | 0.970 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | • Curtail the dropout rate and improve GER • Offer creative combinations of disciplines of study that would enable multiple entry and exit points. | 8 | page=8,block=7 | 0.700 | |
| Which international classification will Indian standards align with under the National Skills Qualifications Framework? | the International Standard Classification of Occupations maintained by the International Labour Organization | This shared vision lays out a universal and transformative aspiration whereby innovative solutions must be part of an integrated agenda; which is to say all 17 SDGs are essential to create lasting change. • The National Skills Qualifications Framework (NSQF) will be detailed further for each discipline vocation and profession for syncing it with General Education. Further, Indian standards will be aligned with the International Standard Classification of Occupations maintained by the International Labour Organization. This Framework will also provide the basis for Recognition of Prior Learning. | 414 | relationship | 0.970 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | Further, Indian standards will be aligned with the International Standard Classification of Occupations maintained by the International Labour Organization. | 15 | page=15,block=2 | 0.700 | valid |
| What determines eligibility for admission to a postgraduate programme? | the evaluation of documentary evidence (including the academic record) of the applicant’s ability to undertake postgraduate study in a specialist field of enquiry | A programme of study leading to the Master’s degree and Post-Graduate Diploma is open to those who have met the entrance requirements, including specified levels of attainment, in the programme admission regulations. Admission to a programme of study is based on the evaluation of documentary evidence (including the academic record) of the applicant’s ability to undertake postgraduate study in a specialist field of enquiry. Exit 5: For postgraduate programmes, there shall only be one exit point for those who join the two-year Master’s programme, that is, at the end of the first year of the Master’s programme. Students who exit after the first year shall be awarded the Post-Graduate Diploma. | 263 | summary | 0.970 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | Admission to a programme of study is based on the evaluation of documentary evidence (including the academic record) of the applicant’s ability to undertake postgraduate study in a specialist field of enquiry. | 12 | |||
| What does NEP, 2020 aim to provide students regarding their choice of subjects? | new possibilities for students to choose and learn the subject(s) of their choice | These objectives can be achieved on the principle of a multiple entry and exit system along with the opportunity of learning from anywhere, anytime. Highlighting the importance of flexible learning, NEP, 2020 states that imaginative and flexible curricular structures will enable creative combinations of disciplines for study and would offer multiple entry and exit points and thus, remove the currently prevalent rigid boundaries. These would create new possibilities for students to choose and learn the subject(s) of their choice, while changing the HEI as per their preference, convenience, or necessity. | 452 | summary | 0.970 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | These would create new possibilities for students to choose and learn the subject(s) of their choice, while changing the HEI as per their preference, convenience, or necessity. | 7 | page=7,block=5 | 0.700 | valid |
| What does NEP, 2020 seek to encourage through research-based specialization? | multidisciplinary work, including academia, government and interdisciplinary thinking | In order to pave the way for seamless student mobility, the NEP, 2020 envisages adjustments in the structure and lengths of degree programmes and an Academic Bank of Credits (ABC) to ensure seamless student mobility between or within degree-granting HEIs through a formal system of credit recognition, credit accumulation, credit transfers, and credit redemption to promote distributed and flexible teaching-learning. The ABC is an academic service mechanism as a digital/virtual/online entity established and managed by Ministry of Education (MoE)/UGC to facilitate students to become its academic account holders. To take this forward, NEP, 2020 promotes rigorous research-based specialization and opportunities for multidisciplinary work, including academia, government and interdisciplinary thinking at the graduate, Master’s and doctoral level education in large multidisciplinary universities. | 718 | summary | 0.970 | https://www.ugc.gov.in/e-book/GL%20Multipe%20Entry%20Exit.pdf | To take this forward, NEP, 2020 promotes rigorous research-based specialization and opportunities for multidisciplinary work, including academia, government and interdisciplinary thinking at the graduate, Master’s and doctoral level education in large multidisciplinary universities. |
Read straight from the file — download or use the API URL for the full dataset.
| 7 |
| page=7,block=5 |
| 0.700 |
| valid |
| 9 |
| page=9,block=1 |
| 0.700 |
| valid |
| 8 |
| page=8,block=7 |
| 0.700 |
| valid |
| valid |
| page=12,block=2 |
| 0.700 |
| valid |
| 7 |
| page=7,block=5 |
| 0.700 |
| valid |