| What plays a crucial role in shaping the future of youth and the nation? | the foundation of any society and plays a great role in transforming the future of our youth and the nation | Education is the foundation of any society and plays a great role in transforming the future of our youth and the nation. Therefore, the education policy of any nation plays a vital role in shaping its future. | 13 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | Education is the foundation of any society and plays a great role in transforming the future of our youth and the nation. | 2 | page=2,block=2 | 0.850 | valid |
| What does NEP-2020 describe as the broader purpose of quality higher education? | the key to more vibrant, socially engaged, cooperative communities and a happier, cohesive, cultured, productive, innovative, progressive, and prosperous nation | Through this mechanism, 114 institutes have been accredited by NBA and 80 institutes have submitted Self-Assessment Reports as a precursor for accreditation. NAAC has simplified the Online Accreditation Process and reduced the parameter from 102 to 57. According to the NEP-2020, the purpose of quality higher education is more than the creation of greater opportunities for individual employment. It represents the key to more vibrant, socially engaged, cooperative communities and a happier, cohesive, cultured, productive, innovative, progressive, and prosperous nation. NEP-2020 also envisions that colleges will be encouraged, mentored, supported, and incentivized to gradually attain the minimum benchmarks required for each level of accreditation. Over a period of time, every college will either develop into an Autonomous degree-granting college, or a constituent college of a university. | 412 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | It represents the key to more vibrant, socially engaged, cooperative communities and a happier, cohesive, cultured, productive, innovative, progressive, and prosperous nation. |
| What does a flexible curriculum aim to enable in multidisciplinary education? | creative combinations of various disciplines. | i. Multidisciplinary and Holistic Education A multidisciplinary education, as envisaged in the NEP- 2020 aims to develop social, physical, intellectual, emotional, and moral capacities of human beings in an integrated manner. A flexible curriculum will facilitate creative combinations of various disciplines. Learners will be able to choose from languages and at the same time fields such as Applied Sciences, Mathematics, and Business Studies. This aims at developing critical thinking, versatility, adaptability, problem solving, flexibility, and analytical and communication skills in the learners. The opportunities of doing research are enhanced and improved through a holistic and multidisciplinary approach. Higher learning centres of ancient India were known for teaching every branch of knowledge. | 264 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | A flexible curriculum will facilitate creative combinations of various disciplines. Learners will be able to choose from languages and at the same time fields such as Applied Sciences, Mathematics, and Business Studies. | 4 |
| What does the NHEQF classify qualifications based on? | the defined learning outcomes acquired incrementally on knowledge, skills, competencies and values | • An academic bank to store credits, • Guidelines to enable mobility, • Provision to earn credits through different modes such as physical, ODL/ and online. Since the announcement of NEP 2020, the UGC has taken various initiatives such as, a draft of NHEQF, guidelines for multiple entry and exit in the academic programmes of HEIs, which was published on 29th July, 2021, and the UGC (Establishment and Operation of Academic Bank of Credits in Higher Education) Regulations, 2021, notified on 29th July, 2021. The NHEQF classifies qualifications on a series of levels based on the defined learning outcomes acquired incrementally on knowledge, skills, competencies and values at every level starting from level 4.5 to level 8. | 579 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | The NHEQF classifies qualifications on a series of levels based on the defined learning outcomes acquired incrementally on knowledge, skills, competencies and values at every level starting from level 4.5 to level 8. | 5 | page=5,block=4 |
| What is the goal of a multidisciplinary education as described in the NEP-2020? | social, physical, intellectual, emotional, and moral capacities | i. Multidisciplinary and Holistic Education A multidisciplinary education, as envisaged in the NEP- 2020 aims to develop social, physical, intellectual, emotional, and moral capacities of human beings in an integrated manner. A flexible curriculum will facilitate creative combinations of various disciplines. Learners will be able to choose from languages and at the same time fields such as Applied Sciences, Mathematics, and Business Studies. This aims at developing critical thinking, versatility, adaptability, problem solving, flexibility, and analytical and communication skills in the learners. The opportunities of doing research are enhanced and improved through a holistic and multidisciplinary approach. Higher learning centres of ancient India were known for teaching every branch of knowledge. | 121 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | Multidisciplinary and Holistic Education A multidisciplinary education, as envisaged in the NEP- 2020 aims to develop social, physical, intellectual, emotional, and moral capacities of human beings in an integrated manner. | 4 |
| What is the goal of the Margdarshak-Margdarshan Initiative? | to handhold and mentor other Mentee Beneficiary Institutes (MBIs) that aspire to achieve accreditation | Akhil Bharatiya Shiksha Samagam 10 the higher ranks, suitable methodologies need to be adopted at the policy level and Institutions level. Such methodologies are also expected to provide suggestive recommendations to the NAAC and NIRF for inclusion in the assessment criteria. The session will focus on approaches, which can assist Indian HEIs to attain better performance in accreditation and rankings, both at the National and International levels. Margdarshak-Margdarshan Initiative (Mentor-mentee handholding among institutes): This initiative solicits support from senior academicians and well-established institutes to handhold and mentor other Mentee Beneficiary Institutes (MBIs) that aspire to achieve accreditation. 44 technical institutes have been nominated as Mentor Institutes and 322 senior academicians have been engaged as Margdarshaks for mentoring 894 MBIs. | 622 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | Margdarshak-Margdarshan Initiative (Mentor-mentee handholding among institutes): This initiative solicits support from senior academicians and well-established institutes to handhold and mentor other Mentee Beneficiary Institutes (MBIs) that aspire to achieve accreditation. |
| What is the goal of the UGC's Paramarsh initiative? | to mentor the non-accredited institutions | Akhil Bharatiya Shiksha Samagam 11 granting colleges could evolve into research-intensive or teaching-intensive universities, if they aspire to. To mentor the non-accredited institutions, the UGC has already implemented an initiative called, “Paramarsh”. Under this initiative, well-performing institutions with higher accreditation scores are encouraged to mentor the non-accredited institutions. it is essential to get all the HEIs get accredited in a time-bound manner in order to ensure quality higher education for all. | 355 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | Under this initiative, well-performing institutions with higher accreditation scores are encouraged to mentor the non-accredited institutions. | 12 | page=12,block=0 | 0.700 | valid |
| What is the purpose of Parakh, the AICTE-SLA? | an IT-enabled Students Learning Assessment and Faculty Assessment Module | UGC has established 66 Human Resource Development Centres in various HEIs. Parakh, the AICTE-SLA is an IT-enabled Students Learning Assessment and Faculty Assessment Module. AICTE through the newly announced ACITE training and learning (ATAL) academy started unique faculty development programmes (FDPs) in various emerging areas and 1000 such online FDPs were conducted in 2020-2021. Immersive IDEA labs emphasize experiential learning, core and emerging areas competencies, examination reforms, pedagogy, and outcome-based assessment, leading to quality teaching- learning in colleges across the country. The ATAL Academy has imparted training to more than three lakh faculty members on emerging niche areas such as Artificial Intelligence, Internet of Things, ML, DL, AR/VR, Robotics, Block Chain Management cyber security cloud and quantic company etc. across 1900 FDPs. | 100 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | Parakh, the AICTE-SLA is an IT-enabled Students Learning Assessment and Faculty Assessment Module. | 9 | page=9,block=0 | 0.700 |
| What kind of learning does an apprenticeship or internship facilitate? | industry led, practice-oriented, and outcome- based learning | To realize the full potential of India’s rich demographic dividend, it is essential to equip the young generation with skills in various trades. That is why, it has become all the more important to have strong links between the academia and industry. Apprenticeship or internship for skill development has a prominent role to play in linking higher education with the requirements of industry and the world of work. This is considered one of the most effective ways to create an “industry fit” skilled workforce for the country. It also provides for industry led, practice-oriented, and outcome- based learning. The UGC has already issued the Guidelines for Higher Education Institutions to offer Apprenticeship/Internship embedded Degree Programme. National Online Platform for Internship in Technical institutes has been created, on which 50,000 students have already registered. | 550 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | It also provides for industry led, practice-oriented, and outcome- based learning. | 19 | page=19,block=0 |
| What mechanism promotes flexibility and academic mobility across HEIs in the country? | The Academic Bank of Credits | Guidelines for multiple entry and exit in academic programmes of HEIs enables students who exit the degree programme mid-way due to unforeseen reasons and hope to return and continue studies at a later date. These guidelines also provide various certifications at the time of exit such as, undergraduate certificate at the end of first year, undergraduate diploma at the end of second year, a bachelor’s degree at the end of the third year, and a bachelor’s degree with honours or honours with research at the end of the fourth year. The Academic Bank of Credits promotes flexibility of curriculum framework and interdisciplinary or multidisciplinary academic mobility of students across HEIs in the country with appropriate credit transfer mechanism. These regulations facilitate students to choose their own learning path to attain a degree or diploma, or | 534 | definition | 1.000 | https://www.ugc.gov.in/e-book/BrochureABSS.pdf | These guidelines also provide various certifications at the time of exit such as, undergraduate certificate at the end of first year, undergraduate diploma at the end of second year, a bachelor’s degree at the end of the third year, and a bachelor’s degree with honours or honours with research at the end of the fourth year. The Academic Bank of Credits promotes flexibility of curriculum framework and interdisciplinary or multidisciplinary academic mobility of students across HEIs in the country with appropriate credit transfer mechanism. |