186 extractive question-and-answer pairs built from 4187860 Revised Guidelines, published by ugc.gov.in. The source is a 31-page publication. Source-evidenced topics include social responsibility, community engagement, higher education institutions, india, university grants commission, unnat bharat abhiyan, uba 2.0, national education policy. 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: 72 factual, 51 list, 42 summary, 16 relationship, 5 definition. 114 of the 186 pairs (61.3%) ask explanatory questions; the remaining 72 are factual or table-based questions. 98.92% of rows pass the corpus quality gate.
This dataset contains 186 question-and-answer pairs derived from the University Grants Commission's Revised Guidelines on fostering social responsibility and community engagement in higher education institutions. The questions cover topics such as curriculum development, sustainable development goals, and community-based participatory research. Answers are verbatim excerpts from the source document, ensuring traceability to the original publication. The dataset highlights the role of higher education institutions in promoting locally relevant education and research, as well as their engagement with communities.
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import desidata
df = desidata.load("www-ugc-gov-in-6d1d2fc44a2c36fafc56a3a68a62a36d")
df.head()First 10 of 186 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What is the name of the approach that allows students to engage with communities to solve challenges? | ‘service-learning’ (a globally accepted best practice) | When the above principles are applied in practice by HEIs, they can choose any combination of the following forms: a) Linking learning with community service In this approach, students and teachers apply their knowledge and skills in a chosen community to improve the lives of people in that community. This can be achieved through the model of ‘service-learning’ (a globally accepted best practice), providing engagement opportunities to students from various disciplines and courses to apply their knowledge to address the challenges of a specific community. students of chemistry can conduct water and soil testing in local areas and share the results with the local community. b) Linking research with community knowledge In this approach, various faculties and programmes of HEIs devise joint research projects in partnership with the communities and local agencies. | 345 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | This can be achieved through the model of ‘service-learning’ (a globally accepted best practice), providing engagement opportunities to students from various disciplines and courses to apply their knowledge to address the challenges of a specific community. | 12 | page=12,block=6 | 0.700 | valid |
| What is the primary aim of the Subject Expert Group on Curricular Reforms and Educational Institutions Social Responsibility? | to instil the concept of Rural Community Engagement and Social Responsibility | The University Grants Commission (UGC) set up a Subject Expert Group (SEG) on Curricular Reforms and Educational Institutions Social Responsibility for achieving the objectives of UBA 2.0 in June 2018. “The Subject Expert Group (SEG) on Curricular Reforms and Educational Institutions Social Responsibility will basically work on the reforms in the curriculum at the level of UG and PG to instil the concept of Rural Community Engagement and Social Responsibility. The endeavour will be to ensure that community engagement is not seen as a standalone activity and is integrated into the regular curriculum of the university to ensure the development of the society around the university.” This document provides the “Guidelines for Fostering Social Responsibility and Community Engagement” of HEIs in India. | 386 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | “The Subject Expert Group (SEG) on Curricular Reforms and Educational Institutions Social Responsibility will basically work on the reforms in the curriculum at the level of UG and PG to instil the concept of Rural Community Engagement and Social Responsibility. | ||||
| What kinds of courses are described as requiring students to participate in community engagement activities? | short-term certificate courses, or integrated into the existing syllabus | 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. new courses which teach about Sustainable Development Goals (SDGs) will provide local understanding about some of these goals to students, in addition to learning about Agenda 2030. The NEP 2020 also emphasises the alignment of teaching and research with SDGs as below: “The global education development agenda reflected in Goal 4 (SDG 4) of the 2030 Agenda for Sustainable Development, adopted by India in 2015- seeks to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ by 2030. | 13 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | These can be short-term certificate courses, or integrated into the existing syllabus. | 21 | page=21,block=2 | 0.700 | valid |
| How can community engagement improve teaching and learning in HEIs? | by bridging the gap between theory and practice through community engagement | The goals of ‘fostering social responsibility and community engagement in HEIs’ can comprise of: • Improving the quality of teaching/learning in HEIs, by bridging the gap between theory and practice through community engagement; • Promoting deeper interactions between higher educational institutions and local communities for identification and solution of real-life problems faced by the communities in a spirit of mutual benefit; • Facilitating partnerships between local communities and institutions of higher education so that students and teachers can learn from local knowledge and wisdom; • Engaging higher education institutions with local communities in order to make curriculum, courses and pedagogies more appropriate to achieve the goals of national development; • Catalysing acquisition of values of public service and active citizenship amongst students and youth, which would also encourage, nurture and harness the natural idealism of youth; • Undertaking research projects in partnership with local community through community- based research methods. | 151 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | |||||
| How does developing new curricula and courses benefit higher education institutions? | enriches the curriculum of existing courses through locally-appropriate subject matter | These can take the forms of enumerations, surveys, awareness camps and campaigns, training, learning manuals/films, maps, study reports, public hearings, policy briefs, cleanliness and hygiene teachings, legal aid clinics, etc. students can undertake a ‘swachhta survekshana’ and/or nutrition survey for mothers and children, and educate them about hygiene and nutrition. d) Devising new curriculum and courses Many institutions of higher education develop new curricula in existing courses as well as design new courses to engage with the community. This enriches the curriculum of existing courses through locally-appropriate subject matter. It also creates new, locally appropriate educational programmes that interest a new generation of students. | 556 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | This enriches the curriculum of existing courses through locally-appropriate subject matter. | 13 | page=13,block=0 | 0.700 | valid |
| How does higher education contribute to the nation's development? | Higher education significantly contributes towards sustainable livelihoods and economic development of the nation. | This section provides operational guidelines for the implementation of this national curriculum framework for fostering community engagement and social responsibility in HEIs. Support to the framework and its operational guidelines of the UGC scheme are so described in the NEP 2020: “Higher Education plays an extremely important role in promoting human as well as societal well- being and in developing India as envisioned in its Constitution- a democratic, just, socially-conscious, cultured, and humane nation upholding liberty, equality, fraternity, and justice for all. Higher education significantly contributes towards sustainable livelihoods and economic development of the nation. A quality higher education must enable personal accomplishment and enlightenment, constructive public engagement, and productive contribution to society. | 576 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | Support to the framework and its operational guidelines of the UGC scheme are so described in the NEP 2020: “Higher Education plays an extremely important role in promoting human as well as societal well- being and in developing India as envisioned in its Constitution- a democratic, just, socially-conscious, cultured, and humane nation upholding liberty, equality, fraternity, and justice for all. Higher education significantly contributes towards sustainable livelihoods and economic development of the nation. A quality higher education must enable personal accomplishment and enlightenment, | ||||
| How should classroom learning be connected to real-world work environments for students? | linked to the realities of the local field areas | The purpose of teaching is to enable the learning of students. the reality of the present system of teaching in most HEIs is that students are taught only in the classroom style delivery of content. Using advances in teaching aids, infrastructure, updated curricula and pedagogies, students should be able to relate what they study in the classroom to the field realities in which they live and where they would work in future. it is important that the classroom theory is linked to the realities of the local field areas. existing courses can be adapted, both in content and pedagogy, for community engagement to facilitate learning from the field. | 473 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | it is important that the classroom theory is linked to the realities of the local field areas. | 18 | page=18,block=6 | 0.700 | valid |
| What can internships with local agencies contribute to? | local development and provide feedback for the effective implementation of various development schemes of the governments | Facing and addressing these challenges will require high-quality interdisciplinary research across fields (Page 45).” Internships with various local agencies can be an effective mechanism for undertaking field research which is locally relevant and can contribute to local development and provide feedback for the effective implementation of various development schemes of the governments. | 267 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | Facing and addressing these challenges will require high-quality interdisciplinary research across fields (Page 45).” Internships with various local agencies can be an effective mechanism for undertaking field research which is locally relevant and can contribute to local development and provide feedback for the effective implementation of various development schemes of the governments. | 23 | page=23,block=2 | 0.700 | valid |
| What can internships with local agencies help students achieve? | earning credits while undertaking locally useful field research | Each regional centre will maintain and update a learning platform which includes teaching/learning materials as resources in the region. Practical experiences of teachers from the field can be documented, especially in local languages, and shared widely from such platforms. 9. Regional Centres can also maintain data-bases of courses, field-teaching, partnerships with local agencies, teachers trained as Master Trainers such that the course can be scaled-up systematically, based on annual reviews of teaching experiences. 10. As per recommendations of NEP, internships with local agencies can become a method of earning credits while undertaking locally useful field research by students, as a part of their academic achievement. Internships can be undertaken in partnership | 615 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | As per recommendations of NEP, internships with local agencies can become a method of earning credits while undertaking locally useful field research by students, as a part of their academic achievement. | 24 | page=24,block=2 | ||
| What does increased awareness among students and faculty help address? | the socio-economic realities of our nation | It will also contribute to the 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. | 79 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf | It will also contribute to the deeper sensitisation of students and faculty to the socio-economic realities of our nation. | 19 | page=19,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 9 |
| page=9,block=2 |
| 0.700 |
| valid |
| The goals of ‘fostering social responsibility and community engagement in HEIs’ can comprise of: • Improving the quality of teaching/learning in HEIs, by bridging the gap between theory and practice through community engagement; • Promoting deeper interactions between higher educational institutions and local communities for identification and solution of real-life problems faced by the communities in a spirit of mutual benefit; • Facilitating partnerships between local communities and institutions of higher education so that students and teachers can learn from local knowledge and wisdom; • |
| 11 |
| page=11,block=0 |
| 0.700 |
| valid |
| 14 |
| page=14,block=4 |
| 0.700 |
| valid |
| 0.700 |
| valid |