33 extractive question-and-answer pairs built from GURU DAKSHTA English, published by ugc.gov.in. The source is a 32-page publication. Source-evidenced topics include higher education, faculty induction, induction programme, faculty induction programme, guru-dakshta faculty induction, guru-dakshta faculty, learning outcomes, new delhi. 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: 23 factual, 5 summary, 2 list, 1 comparison, 1 definition, 1 relationship. 10 of the 33 pairs (30.3%) ask explanatory questions; the remaining 23 are factual or table-based questions. 96.97% of rows pass the corpus quality gate.
This dataset contains 33 extractive question-and-answer pairs derived from the GURU DAKSHTA English publication by the University Grants Commission (UGC). It focuses on topics related to higher education, faculty induction, and professional development. The dataset includes questions of various types, such as factual, summary, list, and comparison, with answers sourced directly from the publication. The Faculty Induction Programme (FIP) aims to enhance teaching, research, and leadership skills among newly recruited faculty in higher education institutions.
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import desidata
df = desidata.load("www-ugc-gov-in-6635d210f11a37cba9f6c325ab2271d9")
df.head()First 10 of 33 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What can help new teachers in higher education improve their teaching and management skills? | Understanding and capabilities in these areas along with awareness of policies, governance and administrative structures | Understanding and capabilities in these areas along with awareness of policies, governance and administrative structures can help new teachers entering higher education to improve their teaching and management skills, adjust to the culture of higher education institutions, and better understand their professional responsibilities. The teachers are also expected to have a clear understanding of planning curriculum and pedagogical strategies, generating new knowledge for an equitable society, maintenance of academic integrity and integrating sustainability in teaching and personal life. With these goals in mind, MHRD and UGC have been jointly working towards developing a broad Faculty Induction Programme (FIP) Content Framework for inducting new teachers to the system. | 0 | relationship | 0.970 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | Understanding and capabilities in these areas along with awareness of policies, governance and administrative structures can help new teachers entering higher education to improve their teaching and management skills, adjust to the culture of higher education institutions, and better understand their professional responsibilities. | 5 | page=5,block=1 | 0.700 | valid |
| What does the Induction Programme aim to improve in teachers? | the professional capability and performance of teachers to deliver effective and quality learning. | 6 GURU-DAKSHTA Faculty Induction Programme (FIP) 5. To promote academic excellence, teaching innovation, research capabilities and leadership skills. 6. To improve the professional capability and performance of teachers to deliver effective and quality learning. 2. Introduction The Induction Programme for training Faculty & Academic Staff in Central and State Universities, Centrally Funded technical Institutions, and Degree & PG Degree colleges will familiarise them in their roles as freshly inducted university teachers. It will orient them on various generic aspects of teaching learning, instructional methodologies, assessment and evaluation techniques, ICT enabled teaching learning, and equip them with knowledge of University rules and regulations, basics of governance and administration. 3. | 164 | summary | 0.970 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | To improve the professional capability and performance of teachers to deliver effective and quality learning. 2. | 8 | page=8,block=0 | 0.700 | |
| What is the main objective of the mandatory Faculty Induction Programme for newly recruited faculty in higher education institutions? | to sensitize and motivate the faculty to adopt learner centered approaches, ICT integrated learning and new pedagogic approaches to teaching-learning assessment tools in higher education. | It does not focus on teaching-learning process, pedagogical content and its various tools which are very vital to increase the quality of learning experience in the different educational programmes. it will be mandatory for a newly recruited faculty to undergo Faculty Induction Programme after their appointment in HE institutions. The main objective of the mandatory induction programmes is to sensitize and motivate the faculty to adopt learner centered approaches, ICT integrated learning and new pedagogic approaches to teaching-learning assessment tools in higher education. | 393 | summary | 0.970 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | The main objective of the mandatory induction programmes is to sensitize and motivate the faculty to adopt learner centered approaches, ICT integrated learning and new pedagogic approaches to teaching-learning assessment tools in higher education. | 7 | |||
| What is the need of the hour in the context of higher education in India? | Preparing a potentially efficient generation of teachers,which can lead the nation to the higher notches commensurate with the global demand of education | Globalization is redefining the role of a nation in terms of global markets, agreements, values and traditions. There is a need to analyze this in the context of higher education in India, which is steadily expanding with the large network of institutions. As a response to this, educators need to rethink the ways teaching and learning ought to happen in the era of knowledge economy. Our former President, Dr. Sarvepalli Radhakrishnan emphasized that “Teachers should be the best minds in the country.” Preparing a potentially efficient generation of teachers,which can lead the nation to the higher notches commensurate with the global demand of education, is the need of the hour. | 505 | summary | 0.970 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | Sarvepalli Radhakrishnan emphasized that “Teachers should be the best minds in the country.” Preparing a potentially efficient generation of teachers,which can lead the nation to the higher notches commensurate with the global demand of education, is the need of the hour. | ||||
| What is the purpose of the Faculty Induction Programme (FIP)? | To promote academic excellence, teaching innovation, research capabilities and leadership skills. | 6 GURU-DAKSHTA Faculty Induction Programme (FIP) 5. To promote academic excellence, teaching innovation, research capabilities and leadership skills. 6. To improve the professional capability and performance of teachers to deliver effective and quality learning. 2. Introduction The Induction Programme for training Faculty & Academic Staff in Central and State Universities, Centrally Funded technical Institutions, and Degree & PG Degree colleges will familiarise them in their roles as freshly inducted university teachers. It will orient them on various generic aspects of teaching learning, instructional methodologies, assessment and evaluation techniques, ICT enabled teaching learning, and equip them with knowledge of University rules and regulations, basics of governance and administration. 3. | 52 | summary | 0.970 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | 6 GURU-DAKSHTA Faculty Induction Programme (FIP) 5. To promote academic excellence, teaching innovation, research capabilities and leadership skills. 6. | 8 | page=8,block=0 | ||
| What role does faculty development play in higher education? | promoting academic excellence and innovation | This induction programme will include teaching and research methodologies (flip classrooms, collaborative learning, case approach), use of ICT, curriculum structure and design, sensitization to gender and social diversity, professional ethics, sharing of best practices and updating developments in their field of study, etc. Faculty development has a critical role to play in promoting academic excellence and innovation. This is one of the priority actions aimed at imrpving the professional capability and performance of teachers to deliver effective and quality learning. | 377 | summary | 0.970 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | Faculty development has a critical role to play in promoting academic excellence and innovation. | 7 | page=7,block=0 | 0.700 | valid |
| What determines the level of prosperity, welfare, and security of people in a world based on science and technology? | education | This is possible only by means of a well-planned in- service teacher education system which is capable of equipping the teachers with the vision and evolution of higher education in India along with global perspectives. The Kothari Commission (1964) remarks “destiny of India is now being shaped in her classrooms. This, we believe, is no more rhetoric. In a world based on science and technology, it is education that determines the level of prosperity, welfare and security of the people” is still relevant in the context of teacher education. The teacher education in India, over the years, has been striving to make the teachers internalize this mission and steer them towards achieving it. But unlike the teachers in school education, a faculty in higher education joins the teaching profession without any formal training in teaching, learning and assessment. | 69 | definition | 0.940 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | This is possible only by means of a well-planned in- service teacher education system which is capable of equipping the teachers with the vision and evolution of higher education in India along with global perspectives. | ||||
| What is a key difference between school teachers and faculty in higher education in India? | a faculty in higher education joins the teaching profession without any formal training in teaching, learning and assessment. | This is possible only by means of a well-planned in- service teacher education system which is capable of equipping the teachers with the vision and evolution of higher education in India along with global perspectives. The Kothari Commission (1964) remarks “destiny of India is now being shaped in her classrooms. This, we believe, is no more rhetoric. In a world based on science and technology, it is education that determines the level of prosperity, welfare and security of the people” is still relevant in the context of teacher education. The teacher education in India, over the years, has been striving to make the teachers internalize this mission and steer them towards achieving it. But unlike the teachers in school education, a faculty in higher education joins the teaching profession without any formal training in teaching, learning and assessment. | 740 | comparison | 0.920 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | But unlike the teachers in school education, a faculty in higher education joins the teaching profession without any formal training in teaching, learning and assessment. | ||||
| Through which centres will the Faculty Induction Programme (FIP) be implemented? | Human Resource Development Centres (HRDCs) and Pandit Madan Mohan Malaviya National Mission on Teacher Training (PMMMNMTT) centres | This FIP will be implemented through the Human Resource Development Centres (HRDCs) and Pandit Madan Mohan Malaviya National Mission on Teacher Training (PMMMNMTT) centres across the country. MHRD and UGC strongly believe that this content framework will herald a new era in faculty induction programme in India. | 41 | list | 0.820 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | This FIP will be implemented through the Human Resource Development Centres (HRDCs) and Pandit Madan Mohan Malaviya National Mission on Teacher Training (PMMMNMTT) centres across the country. | 5 | page=5,block=1 | 0.700 | valid |
| What type of institutions are targeted for the Faculty Induction Programme? | Central and State Universities, Centrally Funded technical Institutions, and Degree & PG Degree colleges | 6 GURU-DAKSHTA Faculty Induction Programme (FIP) 5. To promote academic excellence, teaching innovation, research capabilities and leadership skills. 6. To improve the professional capability and performance of teachers to deliver effective and quality learning. 2. Introduction The Induction Programme for training Faculty & Academic Staff in Central and State Universities, Centrally Funded technical Institutions, and Degree & PG Degree colleges will familiarise them in their roles as freshly inducted university teachers. It will orient them on various generic aspects of teaching learning, instructional methodologies, assessment and evaluation techniques, ICT enabled teaching learning, and equip them with knowledge of University rules and regulations, basics of governance and administration. 3. | 344 | list | 0.820 | https://www.ugc.gov.in/e-book/GURU%20DAKSHTA%20English.pdf | Introduction The Induction Programme for training Faculty & Academic Staff in Central and State Universities, Centrally Funded technical Institutions, and Degree & PG Degree colleges will familiarise them in their roles as freshly inducted university teachers. |
Read straight from the file — download or use the API URL for the full dataset.
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