lmqg/qag_squad huggingface dataset:
Education in Eritrea is officially compulsory between seven and 13 years of age. However, the education infrastructure is inadequate to meet current needs. Statistics vary at the elementary level, suggesting that between 65 and 70% of school-aged children attend primary school; Approximately 61% attend secondary school. Student-teacher ratios are high: 45 to 1 at the elementary level and 54 to 1 at the secondary level. There are an average 63 students per classroom at the elementary level and 97 per classroom at the secondary level. Learning hours at school are often less than six hours per day. Skill shortages are present at all levels of the education system, and funding for and access to education vary significantly by gender and location. Illiteracy estimates for Eritrea range from around 40% to as high as 70%.

question: What ages are officially compulsary for education in Eritrea?, answer: between seven and 13 years of age | question: What percentage of school-aged children are estimated to attend primary school?, answer: 70% | question: What percentage of school-aged children are estimated to attend secondary school?, answer: 61% | question: What is the student-teacher ratio in elementary schools?, answer: 45 to 1 | question: What is the student-teacher ratio in secondary schools?, answer: 54 to 1
Education in Israel is highly valued in the national culture with its historical values dating back to Ancient Israel and was viewed as one fundamental blocks of ancient Israelite life. Israeli culture views higher education as the key to higher mobility and socioeconomic status in Israeli society. The emphasis of education within Israeli society goes to the gulf within the Jewish diaspora from the Renaissance and Enlightenment Movement all the way to the roots of Zionism in the 1880s. Jewish communities in the Levant were the first to introduce compulsory education for which the organized community, not less than the parents, was responsible for the education of the next generation of Jews. With contemporary Jewish culture's strong emphasis, promotion of scholarship and learning and the strong propensity to promote cultivation of intellectual pursuits as well as the nations high university educational attainment rate exemplifies how highly Israeli society values higher education. The Israeli education system has been praised for various reasons, including its high quality and its major role in spurring Israel's economic development and technological boom. Many international business leaders and organizations such as Microsoft founder Bill Gates have praised Israel for its high quality of education in helping spur Israel's economic development. In 2012, the country ranked second among OECD countries (tied with Japan and after Canada) for the percentage of 25- to 64-year-olds that have attained tertiary education with 46 percent compared with the OECD average of 32 percent. In addition, nearly twice as many Israelis aged 55–64 held a higher education degree compared to other OECD countries, with 47 percent holding an academic degree compared with the OECD average of 25%. In 2012, the country ranked third in the world in the number of academic degrees per capita (20 percent of the population).

question: What was Israel ranked among OECD countries?, answer: second | question: What did it rank in the number of academic degrees per capita?, answer: third | question: Who praised Israel for its high quality education?, answer: Bill Gates
Education in Nigeria is overseen by the Ministry of Education. Local authorities take responsibility for implementing policy for state-controlled public education and state schools at a regional level. The education system is divided into Kindergarten, primary education, secondary education and tertiary education. After the 1970s oil boom, tertiary education was improved so that it would reach every subregion of Nigeria. 68% of the Nigerian population is literate, and the rate for men (75.7%) is higher than that for women (60.6%).

question: What department runs Nigeria's schools?, answer: the Ministry of Education | question: When did Nigeria improve its tertiary education?, answer: After the 1970s oil boom | question: How much of Nigeria's population can read?, answer: 68% | question: How much of Nigeria's male population can read?, answer: 75.7% | question: How much of Nigeria's female population can read?, answer: 60.6%
Education in Swaziland begins with pre-school education for infants, primary, secondary and high school education for general education and training (GET), and universities and colleges at tertiary level. Pre-school education is usually for children 5-year or younger after that the students can enroll in a primary school anywhere in the country. In Swaziland early childhood care and education (ECCE) centres are in the form of preschools or neighbourhood care points (NCPs). In the country 21.6% of preschool age children have access to early childhood education.

question: What age attends pre-school in Swaziland?, answer: 5-year or younger | question: What percentage of children of age for preschool have access to education in Swaziland?, answer: 21.6% | question: In reference to education in Swaziland, hat is an NCP otherwise known as?, answer: neighbourhood care points | question: What is does ECCE refer to in the Swazi educational system?, answer: early childhood care and education
Education in Switzerland is very diverse because the constitution of Switzerland delegates the authority for the school system to the cantons. There are both public and private schools, including many private international schools. The minimum age for primary school is about six years in all cantons, but most cantons provide a free "children's school" starting at four or five years old. Primary school continues until grade four, five or six, depending on the school. Traditionally, the first foreign language in school was always one of the other national languages, although recently (2000) English was introduced first in a few cantons.

question: Who has authority of school systems in Switzerland?, answer: the cantons | question: What is the minimum age for primary school in all cantons?, answer: six | question: What do most cantons provide for free when children are 4 or 5 years old?, answer: children's school | question: When was English introduced as a first foreign language in many cantons?, answer: 2000 | question: How long does primary school continue?, answer: until grade four, five or six
Education in the Bronx is provided by a large number of public and private institutions, many of which draw students who live beyond the Bronx. The New York City Department of Education manages public noncharter schools in the borough. In 2000, public schools enrolled nearly 280,000 of the Bronx's residents over 3 years old (out of 333,100 enrolled in all pre-college schools). There are also several public charter schools. Private schools range from élite independent schools to religiously affiliated schools run by the Roman Catholic Archdiocese of New York and Jewish organizations.

question: How many students attended the Bronx public noncharter schools as of 2000?, answer: nearly 280,000 | question: How many students attended the Bronx public and private schools as of 2000?, answer: 333,100 | question: Which religious organizations run private schools in the Bronx?, answer: the Roman Catholic Archdiocese of New York and Jewish organizations | question: Which entity runs the Bronx's public noncharter schools?, answer: The New York City Department of Education
Education is compulsory from the age of 7 to 13. The enrollment of boys is higher than that of girls. In 1998, the gross primary enrollment rate was 53.5%, with higher enrollment ratio for males (67.7%) compared to females (40%).

question: What are the ages when education is compulsory?, answer: 7 to 13 | question: What gender has a higher enrollment?, answer: boys | question: What was the gross primary enrollment rate in 1998?, answer: 53.5% | question: What was the gross primary enrollment rate for males?, answer: 67.7% | question: What was the gross primary enrollment rate for females?, answer: 40%
Education is free and compulsory between the ages of 5 and 16 The island has three primary schools for students of age 4 to 11: Harford, Pilling, and St Paul’s. Prince Andrew School provides secondary education for students aged 11 to 18. At the beginning of the academic year 2009-10, 230 students were enrolled in primary school and 286 in secondary school.

question: How many primary schools does the island have?, answer: 3 | question: What are the 3 primary schools called?, answer: Harford, Pilling, and St Paul’s | question: What is the name of the secondary school for the island?, answer: Prince Andrew School | question: How many students were enrolled in primary school in 2010?, answer: 230
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

question: What makes up Education?, answer: knowledge, skills, values, beliefs, and habits | question: What methods make up Education?, answer: storytelling, discussion, teaching, training, and directed research | question: Where does education usually take place under?, answer: the guidance of educators
Education remained mostly focused on the training of future clergy. The basic learning of the letters and numbers remained the province of the family or a village priest, but the secondary subjects of the trivium—grammar, rhetoric, logic—were studied in cathedral schools or in schools provided by cities. Commercial secondary schools spread, and some Italian towns had more than one such enterprise. Universities also spread throughout Europe in the 14th and 15th centuries. Lay literacy rates rose, but were still low; one estimate gave a literacy rate of ten per cent of males and one per cent of females in 1500.

question: What was the main purpose of education in this period?, answer: training of future clergy | question: Along with rhetoric and logic, what constituted the trivium?, answer: grammar | question: About what percentage of European men were literate in 1500?, answer: ten | question: In 1500, approximately what percent of European women could read?, answer: one | question: Along with their family, who typically taught a child letters and numbers?, answer: a village priest
Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nevşehirli Damat İbrahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.

question: What is one university that was formed in the early 18th century of the empire?, answer: Istanbul Technical University | question: What type of school was established in the empire in 1734?, answer: an artillery school | question: In 1754 what man convinced the Grand Vizier to allow the use of the printing press?, answer: Ibrahim Muteferrika | question: Who was the Ottoaman Grand Vizier in 1726?, answer: Nevşehirli Damat İbrahim Pasha | question: In what year did an Ottoman press produce its first book?, answer: 1729
Educational attainment: In 2000, according to the U.S. Census, out of the nearly 800,000 people in the Bronx who were then at least 25 years old, 62.3% had graduated from high school and 14.6% held a bachelor's or higher college degree. These percentages were lower than those for New York's other boroughs, which ranged from 68.8% (Brooklyn) to 82.6% (Staten Island) for high school graduates over 24, and from 21.8% (Brooklyn) to 49.4% (Manhattan) for college graduates. (The respective state and national percentages were [NY] 79.1% & 27.4% and [US] 80.4% & 24.4%.)

question: What percent of the Bronx population has a high school diploma, as of 2000?, answer: 62.3% | question: What percent of the Bronx population has a university degree, as of 2000?, answer: 14.6% | question: What percent of the Brooklyn population has a high school diploma, as of 2000?, answer: 68.8% | question: What percent of the Staten Island population has a high school diploma, as of 2000?, answer: 82.6% | question: What percent of the Manhattan population has a university degree, as of 2000?, answer: 49.4%
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).

question: How can Educational psychology in part be understood?, answer: through its relationship with other disciplines | question: How is the method of educational psychology have some relation to medicine and biology?, answer: discipline analogous | question: Where does education psychology draw from?, answer: contributes to cognitive science and the learning sciences | question: In universities where are the departments of educational psychology normally held?, answer: faculties of education
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.

question: What is the meaning of Education psychology?, answer: the study of how humans learn in educational settings | question: What is also used interchangeably with Education psychology?, answer: school psychology | question: Who are likely to be identified as educational psychologist?, answer: researchers and theorists | question: What is educational psychology concerned with?, answer: the processes of educational attainment
Edward Hallett Carr, a frequent defender of Soviet policy, stated: "In return for 'non-intervention' Stalin secured a breathing space of immunity from German attack."[page needed] According to Carr, the "bastion" created by means of the Pact, "was and could only be, a line of defense against potential German attack."[page needed] According to Carr, an important advantage was that "if Soviet Russia had eventually to fight Hitler, the Western Powers would already be involved."[page needed] However, during the last decades, this view has been disputed. Historian Werner Maser stated that "the claim that the Soviet Union was at the time threatened by Hitler, as Stalin supposed ... is a legend, to whose creators Stalin himself belonged. In Maser's view, "neither Germany nor Japan were in a situation [of] invading the USSR even with the least perspective [sic] of success," and this could not have been unknown to Stalin. Carr further stated that, for a long time, the primary motive of Stalin's sudden change of course was assumed to be the fear of German aggressive intentions.

question: Edward Carr believes that in a war between Germany and the Soviet Union, who else would have been participating?, answer: the Western Powers would already be involved | question: Who believes that the Soviet Unions was afraid of Germany?, answer: Historian Werner Maser | question: The pact according to Edward Carr’s view was to provide what between Germany and the Soviet Union?, answer: a line of defense against
Edwin Chadwick's 1829 article, "Preventive police" in the London Review, argued that prevention ought to be the primary concern of a police body, which was not the case in practice. The reason, argued Chadwick, was that "A preventive police would act more immediately by placing difficulties in obtaining the objects of temptation." In contrast to a deterrent of punishment, a preventive police force would deter criminality by making crime cost-ineffective - "crime doesn't pay". In the second draft of his 1829 Police Act, the "object" of the new Metropolitan Police, was changed by Robert Peel to the "principal object," which was the "prevention of crime." Later historians would attribute the perception of England's "appearance of orderliness and love of public order" to the preventive principle entrenched in Peel's police system.

question: Who wrote 'Preventive Police'?, answer: Edwin Chadwick | question: When was 'Preventive Police' published?, answer: 1829 | question: Where was 'Preventive Police' published?, answer: London Review | question: What did Chadwick say police should be focused on?, answer: prevention | question: What was the alternative to prevention?, answer: a deterrent of punishment
Effective verbal or spoken communication is dependent on a number of factors and cannot be fully isolated from other important interpersonal skills such as non-verbal communication, listening skills and clarification. Human language can be defined as a system of symbols (sometimes known as lexemes) and the grammars (rules) by which the symbols are manipulated. The word "language" also refers to common properties of languages. Language learning normally occurs most intensively during human childhood. Most of the thousands of human languages use patterns of sound or gesture for symbols which enable communication with others around them. Languages tend to share certain properties, although there are exceptions. There is no defined line between a language and a dialect. Constructed languages such as Esperanto, programming languages, and various mathematical formalism is not necessarily restricted to the properties shared by human languages. Communication is two-way process not merely one-way.

question: What is human communication defined as?, answer: a system of symbols | question: When does language learning primarily occur most intensively?, answer: during human childhood | question: How many human languages are there?, answer: thousands | question: What do human languages use to communicate with others?, answer: patterns of sound or gesture for symbols | question: What is an example of a language that is not restricted to properties of human language?, answer: programming languages
Efficiency of a transmitting antenna is the ratio of power actually radiated (in all directions) to the power absorbed by the antenna terminals. The power supplied to the antenna terminals which is not radiated is converted into heat. This is usually through loss resistance in the antenna's conductors, but can also be due to dielectric or magnetic core losses in antennas (or antenna systems) using such components. Such loss effectively robs power from the transmitter, requiring a stronger transmitter in order to transmit a signal of a given strength.

question: A measure of the power that is useable and the power absorbed by the terminals?, answer: Efficiency | question: What happens to the power that is not absorbed by the antenna?, answer: heat | question: What can cause that reaction?, answer: magnetic core losses | question: What can cause that reaction?, answer: transmitter
Efforts by local kings to fight the invaders led to the formation of new political entities. In Anglo-Saxon England, King Alfred the Great (r. 871–899) came to an agreement with the Viking invaders in the late 9th century, resulting in Danish settlements in Northumbria, Mercia, and parts of East Anglia. By the middle of the 10th century, Alfred's successors had conquered Northumbria, and restored English control over most of the southern part of Great Britain. In northern Britain, Kenneth MacAlpin (d. c. 860) united the Picts and the Scots into the Kingdom of Alba. In the early 10th century, the Ottonian dynasty had established itself in Germany, and was engaged in driving back the Magyars. Its efforts culminated in the coronation in 962 of Otto I (r. 936–973) as Holy Roman Emperor. In 972, he secured recognition of his title by the Byzantine Empire, which he sealed with the marriage of his son Otto II (r. 967–983) to Theophanu (d. 991), daughter of an earlier Byzantine Emperor Romanos II (r. 959–963). By the late 10th century Italy had been drawn into the Ottonian sphere after a period of instability; Otto III (r. 996–1002) spent much of his later reign in the kingdom. The western Frankish kingdom was more fragmented, and although kings remained nominally in charge, much of the political power devolved to the local lords.

question: When did Alfred the Great begin his reign?, answer: 871 | question: What was the kingdom of Kenneth MacAlpin?, answer: the Kingdom of Alba | question: Of what dynasty was Otto I a member?, answer: Ottonian dynasty | question: What group did Otto I defeat?, answer: Magyars | question: In what year did Otto I become Holy Roman Emperor?, answer: 962
Efforts have been made to improve nutrition, and reduce associated health problems, by encouraging women to make nutritious versions of local recipes. For example, the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) and the Aga Khan Foundation, trained women's groups to make equinut, a healthy and nutritional version of the traditional recipe di-dèguè (comprising peanut paste, honey and millet or rice flour). The aim was to boost nutrition and livelihoods by producing a product that women could make and sell, and which would be accepted by the local community because of its local heritage.

question: What does ICRISTAT stand for?, answer: International Crops Research Institute for the Semi-Arid Tropics | question: What types of efforts to aid in health problems have been made?, answer: improve nutrition | question: The local communities have accepted equinut because it is similar to what native recipe?, answer: recipe di-dèguè | question: ICRISTAT had success in teaching women how to make what product of nutritional value?, answer: equinut | question: What ingredients are in both the traditional and nutritional version of this dish?, answer: peanut paste, honey and millet or rice flour