287 extractive question-and-answer pairs built from 0456159 HRDC, published by ugc.gov.in. The source is a 54-page publication. Source-evidenced topics include human resource development centre (hrdc), university grants commission (ugc), higher education, gross enrollment ratio (ger), outcome based education (obe), faculty development, open educational resources (oer), massive open online courses (mooc). 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: 149 factual, 54 list, 52 summary, 21 relationship, 10 definition, 1 comparison. 138 of the 287 pairs (48.1%) ask explanatory questions; the remaining 149 are factual or table-based questions. 98.95% of rows pass the corpus quality gate.
This dataset contains 287 extractive question-and-answer pairs derived from a publication by the University Grants Commission (UGC) on Human Resource Development Centres (HRDCs) and related topics in higher education. The dataset includes questions on faculty development, open educational resources (OERs), massive open online courses (MOOCs), and outcome-based education (OBE). Each answer is a verbatim excerpt from the source document, with detailed citations for verification. The questions are categorized into types such as factual, list, summary, relationship, and definition. The dataset highlights initiatives like blended learning, internationalization, and capacity building for educators.
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import desidata
df = desidata.load("www-ugc-gov-in-a3a00ac8deb12558f1ecf0c37f767e75")
df.head()First 10 of 287 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 structure of the course offered by the NRCs? | a 40 hour module with 20 hours of video content and 20 hours of non-video content | The NRCs have initially developed 3 minute video(s) which have been assessed technically by AICTE and after having met the MOOC guidelines; the same have been approved and uploaded on SWAYAM Portal. The course is a 40 hour module with 20 hours of video content and 20 hours of non-video content. They are offered in a highly flexible format and can be done at one’s own pace and time. | 213 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | The course is a 40 hour module with 20 hours of video content and 20 hours of non-video content. | 9 | page=9,block=1 | 0.850 | valid |
| What does the academic advisory committee in an HRDC provide guidance on? | to advice on its programmes and the selection of resource persons | Monitoring, evaluation and quality assurance of HRDC programmes will be done time to time by “Standing Committee” appointed by the UGC based on the inputs provided as per Annexure 11,12 and MoU signed on the prescribed format (Annexure 13). 8.1. Academic Advisory Committee: Besides the Standing Committee at apex level for all HRDCs, each Human Resource Development Centre will have an academic advisory committee with representatives from universities and colleges to advice on its programmes and the selection of resource persons. The Vice-Chancellor of the university at which HRDC is located will be chairman of the committee. All the members of the academic advisory committee will be nominated by the Chairman in consultation with the Director, HRDC. | 467 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | Academic Advisory Committee: Besides the Standing Committee at apex level for all HRDCs, each Human Resource Development Centre will have an academic advisory committee with representatives from universities and colleges to advice on its programmes and the selection of resource persons. | ||||
| What is identified as one of the goals of higher education and lifelong learning? | The learning to learn using the technologies | The learning to learn using the technologies is considered as one of the objectives of higher education and lifelong learning. Training of teachers in this field ensures that they would teach their students to learn after they graduate, being able to get new skills and master new technologies, when the technologies that are considered to be advanced today will become obsolete. The teachers would not only deliver or transfer knowledge, but would become “pedagogical engineers”, “digital resources designers” and “digital courses designers”. Teaching is expected to become a team activity: teachers and other | 0 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | The learning to learn using the technologies is considered as one of the objectives of higher education and lifelong learning. | 7 | page=7,block=3 | 0.700 | valid |
| What is the core belief of the HRDC about the teacher's role in the education system? | the teacher is central to the system | PHILOSOPHY The HRDC's main philosophy is to keep in mind that the teacher is central to the system. As the pace of change has accelerated, the future of higher education has become more unpredictable and discussions about how to maintain its relevance to country’s dream intensified. The world is changing faster than ever and our skill sets have a shorter life; the world is getting more connected that ever before; in this connected world, mentorship takes on new importance and meaning; challenges we face are multi-faceted requiring | 62 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | PHILOSOPHY The HRDC's main philosophy is to keep in mind that the teacher is central to the system. | 4 | page=4,block=1 | 0.700 | valid |
| What is the purpose of systematic and organized orientation programmes for teachers at the college and university level? | to keep themselves abreast of new knowledge and to train themselves in the latest processes, methodologies and techniques of teaching | parties by assigning their unambiguous accountability, the framework of which is provided in Annexure 13-14. The HRDCs should continue to be under the control of UGC for contact programmes of defined durations accessible to all the teachers of HEIs. 5. NATURE OF HRDCs UNDER “BLENDED AND INTENSIFIED MISSION MODE” While the really motivated and industrious teachers use their own resources to keep themselves abreast of new knowledge and to train themselves in the latest processes, methodologies and techniques of teaching, it is necessary to provide systematic and organized orientation programmes for the large number of teachers at the college and university level. Despite progress in narrowing the access discrepancies, large gaps remain between completion rates. Our educational system is massive, well entrenched, and slow to change. | 390 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | NATURE OF HRDCs UNDER “BLENDED AND INTENSIFIED MISSION MODE” While the really motivated and industrious teachers use their own resources to keep themselves abreast of new knowledge and to train themselves in the latest processes, methodologies and techniques of teaching, it is necessary to provide systematic and organized orientation programmes for the large number of teachers at the college and university level. | ||||
| What is the purpose of the UGC-Human Resource Development Centre? | to cater to the needs of the teachers/ principals, research scholars/non-academic staff and to enhance their knowledge/skills through systematic course work and methodologies. | Between University of XXXX And University Grants Commission 1. Description of both institutions: The University of XXXX , a premier institution of Postgraduate teaching and research, was established by an Act xxxxxxxxxxxxxxxx. (A brief description of the University may be written) The UGC-Human Resource Development Centre (UGC-HRDC) (formerly UGC-Academic Staff College) is to cater to the needs of the teachers/ principals, research scholars/non-academic staff and to enhance their knowledge/skills through systematic course work and methodologies. | 376 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | (A brief description of the University may be written) The UGC-Human Resource Development Centre (UGC-HRDC) (formerly UGC-Academic Staff College) is to cater to the needs of the teachers/ principals, research scholars/non-academic staff and to enhance their knowledge/skills through systematic course work and methodologies. | 46 | page=46,block=2 | ||
| What is viewed as a continuous process for teachers to enhance their professional skills? | lifelong learning and capacity building | It is, therefore, necessary to develop inbuilt mechanisms to provide opportunities for teachers for lifelong learning and capacity building as an ongoing process of professional development within the framework of knowledge society so as to keep the in-service teachers mindful of their very existence of appreciating the facts in paradigm shift in teaching-learning experiences in view of outcome based learning and blended learning mode that: • this job is about relationships • what ultimately matters are not what is taught, but what is learnt • what we teach and how we teach, and how we assess, ought to be aligned with the intended learning outcomes, such that they are fully integrated and consistent with each other 4. | 100 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | It is, therefore, necessary to develop inbuilt mechanisms to provide opportunities for teachers for lifelong learning and capacity building as an ongoing process of professional development within the framework of knowledge society so as to keep the in-service teachers mindful of their very existence of appreciating the facts in paradigm shift in teaching-learning experiences in view of outcome based learning and blended learning mode that: • this job is about relationships • what ultimately matters are not what is taught, but what is learnt • what we teach and how we teach, and how we | ||||
| What is INTRODUCTION Education? | the single most important instrument for social and economic transformation | Objectives | 3.Philosophy | 4.Implementation of Scheme | 5.Nature of HRDC under “Blended and Intensified Mission Mode” | 6.Curriculum |7.Eligibility, Target Group and Duration | 8.Procedure for Monitoring the Progress of the Scheme | 9.UGC Financial Assistance for HRDC| 1. INTRODUCTION Education is the single most important instrument for social and economic transformation. As of now, we have more than 950 universities and 42,000 colleges, with total student enrolment of nearly 31 million. | 300 | definition | 0.980 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | INTRODUCTION Education is the single most important instrument for social and economic transformation. | 2 | page=2,block=2 | 0.850 | valid |
| What collaboration has CEC undertaken for developing an e-education portal? | CEC has collaborated with INFLIBNET (Information and Library Network Centre) | Taking advantage of the Indian experience from SITE that showed that India could make use of advanced technology to fulfil the socio-economic needs of the country University Grants Commission (UGC), launched “UGC Countrywide Classroom” on Doordarshan National Network in 1984 and an Inter-University Centre named as 'Consortium for Educational Communication' (CEC) was set up in 1993 to co-ordinate with EMRCs and to make CWCR mission most effective, appealing and successful. Besides, CEC has collaborated with INFLIBNET (Information and Library Network Centre), for developing the e-education portal which contains the ‘Bibliographic Database of CEC Video Resources’ available at CEC Media Library. | 486 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | Besides, CEC has collaborated with INFLIBNET (Information and Library Network Centre), for developing the e-education portal which contains the ‘Bibliographic Database of CEC Video Resources’ available at CEC Media Library. | 7 | page=7,block=1 | 0.700 | |
| What contributes to increased global research collaborations among academics? | Increased interconnectedness of the academic community and open access to data and research | It generates significant and multiple direct, indirect and catalytic economic impacts (e.g. human capital, research, innovation and trade promotion) which result in well-established benefits pertaining to both individuals and wider economies. Increased interconnectedness of the academic community and open access to data and research will foster greater research collaborations among academics globally. Funding schemes for collaborative research at all levels: institutional, national and supranational level will have to accommodate and support this trend. Applying research excellence in industry will require increased flexibility, entrepreneurship and presumably different governance structures amongst the academic community. The two distinct educational roles of HEI are: 1. Delivering knowledge to their students and 2. Certifying the level of competencies acquired by them. | 243 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/0456159_HRDC-Final.pdf | human capital, research, innovation and trade promotion) which result in well-established benefits pertaining to both individuals and wider economies. Increased interconnectedness of the academic community and open access to data and research will foster greater research collaborations among academics globally. |
Read straight from the file — download or use the API URL for the full dataset.
| 26 |
| page=26,block=1 |
| 0.700 |
| valid |
| 9 |
| page=9,block=1 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| 5 |
| page=5,block=1 |
| 0.700 |
| valid |
| valid |
| 6 |
| page=6,block=1 |
| 0.700 |
| valid |