125 extractive question-and-answer pairs built from Microsoft Word - XI Plan Guideline for Academic Staff Colleges Editied.doc, published by ugc.gov.in. 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. 65 of the 125 pairs (52.0%) are explanatory questions and 60 restate a figure. 99.20% of rows pass the corpus quality gate.
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 125 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the core philosophy of the Academic Staff College? | to keep in mind that the teacher is central to the system | The ASC's main philosophy is to keep in mind that the teacher is central to the system. While it is universally accepted that the teacher is the pivot of the educational system, our system does not provide adequate opportunities for their professional development. It is, therefore, necessary to develop inbuilt mechanisms to provide opportunities for teachers within the framework of knowledge society. It is also accepted that a teacher must not be confined only to transmitting information; she/he must also orient students to meet the challenges of life, to become not merely a trained professional, but also a better citizen. It was believed in the past that a college/university teacher learnt the 'art' of teaching on the job by emulating outstanding models such as his/her own teachers or senior colleagues. | 29 | definition | 1.000 | The ASC's main philosophy is to keep in mind that the teacher is central to the system. | 3 | page=3,block=6 | 0.700 | valid |
| What is the nature of the process of acquiring knowledge? | a two-way process between the teachers and the taught | Acquisition of knowledge is a two-way process between the teachers and the taught and, therefore, collectively they must advance the frontiers of knowledge. 2. Knowledge Explosion Furthermore, there has been knowledge explosion in every discipline. A college/university teacher has to continuously update his/her knowledge in his/her chosen field of expertise, or run the risk of becoming totally outdated in a very short period of time. 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. 2. | 28 | definition | 1.000 | Acquisition of knowledge is a two-way process between the teachers and the taught and, therefore, collectively they must advance the frontiers of knowledge. | 4 | page=4,block=1 | 0.700 | valid |
| What role does the orientation programme highlight for teachers? | agents of socio- economic change and national development | Orientation of Newly Appointed Lecturers The concept of an orientation programme emphasizes teachers as agents of socio- economic change and national development and underlines the need to make them skill –oriented teachers. The philosophy and objectives of the orientation courses are significantly different from the traditional B.Ed. and M.Ed. Programmes. 2. Flexible Orientation Programme The orientation programme envisaged under this Scheme must not be rigid. Under the programme, it is intended to inculcate in young Lecturers the quality of self-reliance through their awareness of the social, intellectual and moral environment. The programme should enable the teachers to discover themselves and their potential through a positive appreciation of their role in the total social, intellectual and moral universe within which they function and of which they are important members. Only | 104 | definition | 1.000 | Orientation of Newly Appointed Lecturers The concept of an orientation programme emphasizes teachers as agents of socio- economic change and national development and underlines the need to make them skill –oriented teachers. | 4 | |||
| Who is considered a local participant in the context of the Academic Staff College? | A teacher residing within the municipal limits of the city in which the ASC is situated | University of ____________________________________________________________ Academic Staff College Participant Cost: Orientation Programme/Refresher Course in ________________ Date of commencement: Date of completion: Statement showing DA Amount paid to each Local Participant S. No. Name of the participant Institution from which deputed D A (Rs.) Amount paid for not availing hospitality Total amount (Rs.) (Comment: Pl. see para 6.3 which says “In case a local participant does not avail the facility of hospitality by the ASC, he/she will be paid Rs. 100/- per working day) Grand total: Rs. Director Registrar Finance Officer (Signature) (Signature) (Signature) NB: A teacher residing within the municipal limits of the city in which the ASC is situated will be treated as a local participant. No TA is admissible to such teachers. | 669 | definition | 1.000 | Director Registrar Finance Officer (Signature) (Signature) (Signature) NB: A teacher residing within the municipal limits of the city in which the ASC is situated will be treated as a local participant. | 26 | page=26,block=2 | ||
| What does the National Policy on Education 1986 highlight as essential for education quality? | the crucial link between teacher motivation and the quality of education | I. Introduction The National Policy on Education (NPE) 1986 in its programme of action makes a pointed reference to the crucial link between teacher motivation and the quality of education. The NPE recognized the need for improving quality of teaching and proposed to provide opportunities for professional and career development so that teachers may fulfill their role and responsibility within the system of higher education. It was proposed to enhance their motivation skills and knowledge through systematic orientation in specific subjects, techniques and methodologies, and thereby inculcate in them the right kind of values that would in turn encourage them to take initiatives for innovative and creative work. | 116 | relationship | 0.970 | Introduction The National Policy on Education (NPE) 1986 in its programme of action makes a pointed reference to the crucial link between teacher motivation and the quality of education. | 2 | page=2,block=3 | 0.700 | valid |
| What has been an outcome of transitioning to mass-based higher education? | there has been a decline in overall standards | The stock-in-trade of the college/university teacher has always motivated the students. Today, it is no longer adequate to expect a newly appointed teacher to acquire the 'art' of teaching by emulating his/her peers. 2. Expansion of the Education System From the very beginning our country had moved away from an elitist approach to higher education. We can truly claim that our system of higher education is mass based. This is a great achievement, more so, if we call that this has been achieved in a developing country. While the expansion of the system of higher education is creditable, it has been achieved at a cost to itself. As the system moved away from the idea of higher education of the select few to higher education for all, there has been a decline in overall standards. | 740 | relationship | 0.970 | As the system moved away from the idea of higher education of the select few to higher education for all, there has been a decline in overall standards. | 3 | page=3,block=6 | 0.700 | valid |
| What global developments make the decline in educational standards more troubling? | the rapid advances being made in knowledge and the explosion of information worldwide | Initially this was inevitable, but is nonetheless disturbing, especially when one considers the rapid advances being made in knowledge and the explosion of information worldwide. This trend must be reversed. This places greater responsibilities on teachers, and we owe it to them and to ourselves to make it possible for them to perform better in these changing times. | 92 | relationship | 0.970 | Initially this was inevitable, but is nonetheless disturbing, especially when one considers the rapid advances being made in knowledge and the explosion of information worldwide. | 3 | page=3,block=6 | 0.700 | valid |
| What factors have made the role of a teacher more precise and challenging? | New methods of teaching and educational technology along with developments in Information Technology | 2. Educational Technology and Orientation in IT New methods of teaching and educational technology along with developments in Information Technology have made the job of a teacher both exact and demanding. Now, it has been decided to give a bigger thrust to e-content development. In order to create Internet savvy as well as computer literate teachers, to create e-content assemblers and creators, the University Grants Commission is launching specially designed orientation programmes/refresher courses in these subjects. The special orientation programme in IT is to create Internet literate people from amongst new entrants as well as in-service teachers and to make them familiar with use of software tools irrespective of the subject/discipline they are teaching. | 48 | relationship | 0.970 | Educational Technology and Orientation in IT New methods of teaching and educational technology along with developments in Information Technology have made the job of a teacher both exact and demanding. | 4 | page=4,block=1 | 0.700 | |
| What can decision-makers do after being exposed to orientation programmes? | modify their own roles as supervisors of higher education | along with the courses for newly appointed teachers, orientation programmes for heads of departments, principals, deans, officers, etc. must be organized with a view to acquainting the top-level administrators with what teachers are learning in the orientation programmes. This exposure will enable the decision- makers to actively participate in the scheme; at the same time, these administrators would be able to modify their own roles as supervisors of higher education by demanding newer role behavior from the teachers. 2. Exchange of Ideas in Academic and Educational Environment An Academic Staff College with adequate number of teachers and resource persons is required to create a good academic and educational environment in the university. This will also help the UGC-ASC/RCCs (Refresher Course Centers) to have a place for exchanging ideas and topics of interest in the subject area. | 415 | relationship | 0.970 | This exposure will enable the decision- makers to actively participate in the scheme; at the same time, these administrators would be able to modify their own roles as supervisors of higher education by demanding newer role behavior from the teachers. | ||||
| What impact might lectures by eminent resource persons have on the university hosting the UGC-ASC/RCC? | create a decent amount of academic interest | Lectures from participating teachers may be arranged for mutual benefit. The UGC-ASC/RCC may also request the relevant university department to organise lectures by eminent resource persons for the benefit of other students and researchers. This may create a decent amount of academic interest in the university where the UGC-ASC/RCC is situated. The Director/Coordinator of the UGC-ASC/RCC should prepare a plan well in advance, including the list of names of eminent persons to be invited as resource persons, for the concerned department/school for taking suitable measures. | 250 | relationship | 0.970 | This may create a decent amount of academic interest in the university where the UGC-ASC/RCC is situated. | 5 | page=5,block=1 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| page=4,block=1 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| valid |
| 5 |
| page=5,block=1 |
| 0.700 |
| valid |