39 extractive question-and-answer pairs built from 3155745 InnovationUniversity, published by ugc.gov.in. The source is a 8-page publication. Source-evidenced topics include innovation universities, higher education, 21st century, india, national innovation council, special assistance programmes (sap), departmental research support (drs), inter-university centres (iuc). 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: 19 factual, 12 summary, 4 list, 4 relationship. 20 of the 39 pairs (51.3%) ask explanatory questions; the remaining 19 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset contains 39 extractive question-and-answer pairs derived from a publication by the University Grants Commission (UGC) of India. The questions cover topics such as innovation in higher education, challenges in the 21st century, and specific schemes like Special Assistance Programmes (SAP) and Inter-University Centres (IUC). Each answer is a verbatim excerpt from the source document, and the dataset includes metadata for verification, such as page numbers and text offsets. The questions are categorized into factual, summary, list, and relationship types, with over half focusing on explanatory content.
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# 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-58ff47eb14731948e9d8efcf7be08072")
df.head()First 10 of 39 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does the redefinition of knowledge and its purpose involve? | recovery, reconstruction and bold re- imagination | A response that measures up to this vast challenge and unusual opportunity requires nothing short of a paradigm shift in the established ways of thinking about university education. It calls for redefinition of knowledge and its purpose, reorganization of branches of knowledge, rethinking the existing practices of teaching-learning and research and recognition of the limits of what we know. Like all paradigmatic shifts, it involves recovery, reconstruction and bold re- imagination. We need to go back to foundational debates on the ideals of a university. We need to carefully preserve all that is good in the present model and treat this as the starting point of a reconstruction. At the same time there is no escaping the challenge of thinking afresh to meet the new situation that confronts us. | 436 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | Like all paradigmatic shifts, it involves recovery, reconstruction and bold re- imagination. | 2 | page=2,block=1 | 0.700 | valid |
| What factors have contributed to a culture that inhibits innovation in Indian universities? | Lack of imagination in the universities and lack of encouragement from the state and funders | develop new products and services, new processes and structures to improve performance in diverse areas, organizational creativity, and public sector initiatives to enhance delivery of services. Innovation is being seen as a means of creating sustainable and cost effective solutions for people at the bottom of the pyramid, and is being viewed as an important strategy for inclusive growth in developing economies.” Yet the response of the university system to this challenge and opportunity presented by the 21st century has been, at least so far, piecemeal, diffused and limited. Indian universities have been particularly hamstrung in responding to these challenges. Lack of imagination in the universities and lack of encouragement from the state and funders has created a culture that actively shuns and often punishes innovation. | 671 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | Indian universities have been particularly hamstrung in responding to these challenges. Lack of imagination in the universities and lack of encouragement from the state and funders has created a culture that actively shuns and often punishes innovation. | ||||
| What is the reason a single discipline cannot address real-world problems? | because of the dynamics of the inter-related phenomena in the real world | The new century has brought new issues (climate change, technologies of biological intervention, trans-national law and justice) and has brought to fore some old issues (global poverty, accommodation of diversities, energy crisis) that defy the existing divisions and protocols of knowledge and demand adequate and fast responses to problems that affect the well being of humanity and indeed the planet. The context of knowledge production has been changing because of the dynamics of the inter-related phenomena in the real world. No single discipline will be able to generate adequate and complete knowledge about the inter-related phenomena and to provide solutions to the problems of the real world. The innovation required today invites us to go beyond the orthodox ideas about innovation itself. | 458 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | The context of knowledge production has been changing because of the dynamics of the inter-related phenomena in the real world. | 1 | page=1,block=2 | ||
| What serves as the basis for regular monitoring of the grants under sections 5.2 and 5.3? | a calendar of milestones to be achieved and expected outcomes | 7. MONITORING The Standing Committee shall lay down a procedure for annual monitoring of these grants. The DPR of grant under 5.2 and 5.3 shall contain a calendar of milestones to be achieved and expected outcomes, which shall form the basis of regular monitoring. The Standing Committee shall be authorized to sanction revisions in the DPR that may be required in the light of the experience of the grant. ***** | 152 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | The DPR of grant under 5.2 and 5.3 shall contain a calendar of milestones to be achieved and expected outcomes, which shall form the basis of regular monitoring. | 8 | page=8,block=3 | 0.700 | valid |
| What are we encouraged to do in order to achieve the necessary innovation today? | go beyond the orthodox ideas about innovation itself | The new century has brought new issues (climate change, technologies of biological intervention, trans-national law and justice) and has brought to fore some old issues (global poverty, accommodation of diversities, energy crisis) that defy the existing divisions and protocols of knowledge and demand adequate and fast responses to problems that affect the well being of humanity and indeed the planet. The context of knowledge production has been changing because of the dynamics of the inter-related phenomena in the real world. No single discipline will be able to generate adequate and complete knowledge about the inter-related phenomena and to provide solutions to the problems of the real world. The innovation required today invites us to go beyond the orthodox ideas about innovation itself. | 748 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | The innovation required today invites us to go beyond the orthodox ideas about innovation itself. | 1 | page=1,block=2 | 0.700 | valid |
| What does the Inter University Accelerator Centre offer to universities? | opportunities to do internationally competitive research in different branches of science | (DSA)” and “Departmental Research Support (DRS)” Programmes, Innovative Programmes to encourage the pursuit of excellence and teamwork etc. are examples of such schemes. A scheme on Innovative Courses has also been introduced. the UGC established six Inter-University Centres (IUC). The first IUC that was established by UGC in 1984 was the Nuclear Science Centre (NSC), in Delhi, later renamed as the Inter University Accelerator Centre (IUAC). The IUAC has been providing universities with opportunities to do internationally competitive research in different branches of science. The UGC has also identified 15 Universities under the Scheme “Universities with Potential for Excellence” during IX, X and XI Plan period. Those universities identified during IX Plan period have been given Phase II of the UPE Scheme during the XI Plan period based on the peer evaluation. 2. | 492 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | The IUAC has been providing universities with opportunities to do internationally competitive research in different branches of science. | 3 | |||
| What does the scheme aim to acknowledge and promote? | localized as well as general innovations. | may not relate to all the departments or activities of the universities. The scheme will recognize and support localized as well as general innovations. Under this scheme, innovation will include, but will not be limited to: (a) Innovative Teaching/educational programme i. New types of degrees and courses; ii. Innovation in curricula including evaluation; iii. Pedagogic innovation; iv. Creation of new kind of teaching-learning material; v. Innovations in teaching feedback mechanisms. vi. Innovative methods of Internationalization of teaching programmes. (b) Innovative research programme i. Inter-disciplinary and cross-border research (especially that challenges high boundaries, say, between natural sciences and social sciences and humanities); ii. Innovative methodologies that cut across disciplines; iii. | 111 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | The scheme will recognize and support localized as well as general innovations. Under this scheme, innovation will include, but will not be limited to: (a) Innovative Teaching/educational programme i. | 4 | page=4,block=1 | ||
| What is innovation considered a way to create for people in developing economies? | sustainable and cost effective solutions for people at the bottom of the pyramid | develop new products and services, new processes and structures to improve performance in diverse areas, organizational creativity, and public sector initiatives to enhance delivery of services. Innovation is being seen as a means of creating sustainable and cost effective solutions for people at the bottom of the pyramid, and is being viewed as an important strategy for inclusive growth in developing economies.” Yet the response of the university system to this challenge and opportunity presented by the 21st century has been, at least so far, piecemeal, diffused and limited. Indian universities have been particularly hamstrung in responding to these challenges. Lack of imagination in the universities and lack of encouragement from the state and funders has created a culture that actively shuns and often punishes innovation. | 243 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | Innovation is being seen as a means of creating sustainable and cost effective solutions for people at the bottom of the pyramid, and is being viewed as an important strategy for inclusive growth in developing economies.” Yet the response of the university system to this challenge and opportunity presented by the 21st century has been, at least so far, piecemeal, diffused and limited. | ||||
| What is one way the scheme proposes to disseminate research innovatively? | connects the university to the community and its local context. | Innovative dissemination of research that connects the university to the community and its local context. (c) Organisational innovations i. Innovations in admission process and expanding access; ii. Innovative ways of improving diversity profile and deepening equity; iii. Innovative ways of involving students in the decision making; | 42 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | Innovative dissemination of research that connects the university to the community and its local context. (c) Organisational innovations i. | 4 | page=4,block=1 | 0.700 | valid |
| What is required to adequately respond to the challenges and opportunities in university education? | a paradigm shift in the established ways of thinking about university education | A response that measures up to this vast challenge and unusual opportunity requires nothing short of a paradigm shift in the established ways of thinking about university education. It calls for redefinition of knowledge and its purpose, reorganization of branches of knowledge, rethinking the existing practices of teaching-learning and research and recognition of the limits of what we know. Like all paradigmatic shifts, it involves recovery, reconstruction and bold re- imagination. We need to go back to foundational debates on the ideals of a university. We need to carefully preserve all that is good in the present model and treat this as the starting point of a reconstruction. At the same time there is no escaping the challenge of thinking afresh to meet the new situation that confronts us. | 101 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/3155745_InnovationUniversity.pdf | A response that measures up to this vast challenge and unusual opportunity requires nothing short of a paradigm shift in the established ways of thinking about university education. | 2 |
Read straight from the file — download or use the API URL for the full dataset.
| 2 |
| page=2,block=1 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| page=3,block=1 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| 2 |
| page=2,block=1 |
| 0.700 |
| valid |
| page=2,block=1 |
| 0.700 |
| valid |