468 extractive question-and-answer pairs built from MMTTP Guidelines, published by ugc.gov.in. The source is a 57-page publication. Source-evidenced topics include malaviya mission teacher training programme, mmttp, nep 2020, national education policy, malaviya mission teacher training centres, mmttcs, faculty induction programme, short term 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: 238 factual, 94 summary, 77 list, 46 relationship, 12 definition, 1 table. 229 of the 468 pairs (48.9%) ask explanatory questions; the remaining 239 are factual or table-based questions. 98.72% of rows pass the corpus quality gate.
This dataset contains 468 extractive question-and-answer pairs derived from the Malaviya Mission Teacher Training Programme (MMTTP) Guidelines published by ugc.gov.in. The questions span various types, including factual, summary, list, relationship, and definition, and address topics such as pedagogy, faculty development, and the National Education Policy (NEP) 2020. Each answer is a verbatim excerpt from the source document, ensuring accuracy and traceability. The dataset is designed to support educational research and policy analysis.
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https://www.desidata.in/api/datasets/www-ugc-gov-in-75d692c0c3263b87e04504361e01d59f/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-75d692c0c3263b87e04504361e01d59f")
df.head()First 10 of 469 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does NEP 2020 emphasize regarding digital literacy for educators? | understanding the basics of cybersecurity to protect data and privacy. | Digital Literacy: NEP 2020 emphasizes the need for enhancing digital literacy among educators. This includes understanding the basics of cybersecurity to protect data and privacy. ii. Incorporation of Technology: The policy encourages the use of AI and other emerging technologies in education. Faculty and staff training in these areas is essential for effective implementation and integration into the curriculum and administrative processes. iii. Capacity Building: NEP 2020 advocates for continuous professional development, suggesting that training Programmes should include components on cybersecurity protocols and the ethical use of AI in educational settings. iv. | 109 | definition | 1.000 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | This includes understanding the basics of cybersecurity to protect data and privacy. ii. | 33 | page=33,block=2 | 0.700 | valid |
| What is the eligibility criterion for faculty members to participate in the Nurturing Future Leadership Programme? | Regular/ permanent faculty at recognised institutes, duly nominated by the Head of Institution (Director/ Vice Chancellor/ Principal) | Nurturing Future Leadership Programme: Clause G.4 of Section/Para 7. a) The eligibility to participate in the program has been revised to Regular/ permanent faculty at recognised institutes, duly nominated by the Head of Institution (Director/ Vice Chancellor/ Principal). b) The 3-year teaching experience requirement has been waived. c) The size of the batch is 40 participants with the following norms: i. | 138 | definition | 1.000 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | a) The eligibility to participate in the program has been revised to Regular/ permanent faculty at recognised institutes, duly nominated by the Head of Institution (Director/ Vice Chancellor/ Principal). | 57 | page=57,block=2 | 0.700 | valid |
| What is the eligibility criterion for nomination or selection in the capacity building programmes? | Regular faculty OR faculty performing non- academic work such as Registrar, Dean, Controller of Exam etc. | a. Participants – Faculty from centrally-funded institutes and State Universities for Capacity Building Programme on Cyber Security; Faculty and Academic Leaders for Capacity Building Programme on Artificial Intelligence. b. Eligibility for Nomination / Selection –Regular faculty OR faculty performing non- academic work such as Registrar, Dean, Controller of Exam etc. c. Batch size – Upto 100 participants per batch d. No. of Programmes – Minimum 9 in a year (6 Basic/Foundation Level + 3 Intermediate/Advanced) e. Mode of delivery & duration – 5 + 5 days (online) i. Basic/Foundation Level -5 days (35 hours total) ii. Intermediate/Advanced Level - 5 days (35 hours total) Note: Successful completion of the Basic/Foundation course is mandatory for enrolment in the Intermediate/Advanced course. f. | 265 | definition | 1.000 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | Eligibility for Nomination / Selection –Regular faculty OR faculty performing non- academic work such as Registrar, Dean, Controller of Exam etc. c. | 37 | |||
| What is the focus of design thinking in education? | understanding the needs and perspectives of end-users and applying a user-centric, empathetic, and iterative approach to arrive at effective solutions. | It focuses on understanding the needs and perspectives of end-users and applying a user-centric, empathetic, and iterative approach to arrive at effective solutions. In the context of education, design thinking encourages educators to create learner- centered curricula, teaching methods, and assessments that cater to individual needs and foster critical thinking, problem-solving, and creativity. Accordingly, a capacity building Programme for faculty and HEIs is being started on Design and Entrepreneurship under the aegis of Malaviya Mission Teacher Training Programme (MMTTP) to address the key elements of NEP with a specific focus on design and entrepreneurship development. Objectives The objective of this Programme is to enhance the capacity of faculty and HEIs for creative | 14 | definition | 1.000 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | It focuses on understanding the needs and perspectives of end-users and applying a user-centric, empathetic, and iterative approach to arrive at effective solutions. In the context of education, design thinking encourages educators to create learner- centered curricula, teaching methods, and assessments that cater to individual needs and foster critical thinking, problem-solving, and creativity. | ||||
| What type of pedagogy must the service learning or product design courses follow? | the pedagogy of learning-by-doing (individual and group), continuous assessment of activities, and promote empathy and discovery of real-world problems | Introduce a sequence of service learning or product design courses, one in each semester for the first and second year UG students, and 1st year PG and PhD students. The HEIs may redesign existing courses or create new ones. The courses must strictly follow the pedagogy of learning-by-doing (individual and group), continuous assessment of activities, and promote empathy and discovery of real-world problems. b. Introduce open electives focused on specific domains to encourage promising teams of students in their 3rd and 4th year UG or 2nd year PG or advanced years in PhD to pursue detailed design, prototyping and entrepreneurial activities. Involving PG and PhD students in the initiative is intended to not only help sharpen research, but also encourage commercialisation and prepare the next generation of faculty. 3. | 258 | definition | 1.000 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | The courses must strictly follow the pedagogy of learning-by-doing (individual and group), continuous assessment of activities, and promote empathy and discovery of real-world problems. | ||||
| Who is eligible to participate in the Academic Leadership Programme? | Vice Chancellors, Directors, and Heads of Institutions of Centrally Funded Institutes and State-Funded Public Universities, as well as Senior Faculty, Heads of Departments, and Deans | Not more than 8 participants from private HEIs /Colleges/Self-finance colleges, duly nominated by the Head of Institutions (Director/ Vice Chancellor / Principal). iv. Not more than 2 participants from any university/ institution/ college. 3. Academic Leadership Programme: Clause I of Section/Para 7. The revision of the eligibility criteria to participate in the Academic Leadership program is for Vice Chancellors, Directors, and Heads of Institutions of Centrally Funded Institutes and State-Funded Public Universities, as well as Senior Faculty, Heads of Departments, and Deans from these institutions who may be nominated by their respective Heads of Institutions. 4. Hospitality for Participants: Clause 11.2.1 of Section/Para 11. | 400 | definition | 1.000 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | The revision of the eligibility criteria to participate in the Academic Leadership program is for Vice Chancellors, Directors, and Heads of Institutions of Centrally Funded Institutes and State-Funded Public Universities, as well as Senior Faculty, Heads of Departments, and Deans from these institutions who may be nominated by their respective Heads of Institutions. | ||||
| Why is science communication considered critical in academia and beyond? | for bridging the gap between researchers and the public, making scientific knowledge accessible, and ensuring that research reaches a broader audience. | The workshop is designed to equip young STEM faculty with the necessary skills to effectively communicate their research to diverse audiences and design a 1-credit Science Communication course at their home institutions. This addresses the critical need for effective science communication in academia and beyond, ensuring that research reaches a broader public and engages audiences in meaningful ways. Capacity Building Workshop on Science Communication Science communication is critical for bridging the gap between researchers and the public, making scientific knowledge accessible, and ensuring that research reaches a broader audience. It plays an essential role in fostering scientific literacy and improving public understanding of complex scientific issues. the lack of proper training and resources has been identified as a significant barrier in this area. | 490 | definition | 1.000 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | Capacity Building Workshop on Science Communication Science communication is critical for bridging the gap between researchers and the public, making scientific knowledge accessible, and ensuring that research reaches a broader audience. It plays an essential role in fostering scientific literacy and improving public understanding of complex scientific issues. | ||||
| What is Design thinking? | a problem-solving approach that encourages creative and innovative solutions to complex challenges | It also places a strong emphasis on fostering a culture of innovation; promote an entrepreneurial spirit and provide a conducive environment for students to develop innovative solutions to real-world problems within the education system. Design thinking is a problem-solving approach that encourages creative and innovative solutions to complex challenges. It focuses on understanding the needs and perspectives of end-users and applying a user-centric, empathetic, and iterative approach to arrive at effective solutions. | 257 | definition | 0.980 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | Design thinking is a problem-solving approach that encourages creative and innovative solutions to complex challenges. | 14 | page=14,block=2 | 0.850 | valid |
| What is intent? | not to cover all aspects of “leadership” in one single course of one week | They are expected to focus on developing core competencies in effective leadership in some of the following areas. The intent is not to cover all aspects of “leadership” in one single course of one week. I. | 129 | definition | 0.980 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | The intent is not to cover all aspects of “leadership” in one single course of one week. | 20 | page=20,block=3 | 0.850 | valid |
| How can many leading causes of disease and disability be significantly reduced? | by preventing behaviors that is initiated during youth | Many of the leading causes of disease and disability can be significantly reduced by preventing behaviors that is initiated during youth, through a broad spectrum of health education, understanding and motivation fostered by effective social support and newer policies. | 82 | relationship | 0.970 | https://www.ugc.gov.in/e-book/MMTTP_Guidelines_English.pdf | Many of the leading causes of disease and disability can be significantly reduced by preventing behaviors that is initiated during youth, through a broad spectrum of health education, understanding and motivation fostered by effective social support and newer policies. | 29 | page=29,block=2 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| page=37,block=2 |
| 0.700 |
| valid |
| 14 |
| page=14,block=2 |
| 0.700 |
| valid |
| 15 |
| page=15,block=2 |
| 0.700 |
| valid |
| 57 |
| page=57,block=2 |
| 0.700 |
| valid |
| 46 |
| page=46,block=2 |
| 0.700 |
| valid |