id stringlengths 24 24 | title stringlengths 3 59 | context stringlengths 151 3.71k | question stringlengths 12 217 | answers dict |
|---|---|---|---|---|
56dc6b6714d3a41400c26896 | Comprehensive_school | The percentage of students attending a Gesamtschule varies by Bundesland. In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did. | What percentage of Bavarian students went to a Gesamtschule in 2007? | {
"text": [
"less than 1%"
],
"answer_start": [
195
]
} |
56dc6cc314d3a41400c26899 | Comprehensive_school | Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg). | What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Hamburg? | {
"text": [
"Stadtteilschule"
],
"answer_start": [
177
]
} |
56dc6cc314d3a41400c2689a | Comprehensive_school | Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg). | What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Berlin? | {
"text": [
"Sekundarschule"
],
"answer_start": [
208
]
} |
56dc6cc314d3a41400c2689b | Comprehensive_school | Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg). | In what school year were Hauptschulen first combined with Realschulen and Gesamtschulen? | {
"text": [
"2010/2011"
],
"answer_start": [
12
]
} |
56dc6dc514d3a41400c2689f | Comprehensive_school | The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur. | What kind of classes are not offered in Mittelschule? | {
"text": [
"college preparatory classes"
],
"answer_start": [
113
]
} |
56dc6dc514d3a41400c268a0 | Comprehensive_school | The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur. | What certificate is not available to Mittelschule students? | {
"text": [
"Abitur"
],
"answer_start": [
375
]
} |
56dc6dc514d3a41400c268a2 | Comprehensive_school | The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur. | What kind of school is not available in some parts of Germany? | {
"text": [
"Hauptschule"
],
"answer_start": [
173
]
} |
56dc777a14d3a41400c268ab | Comprehensive_school | Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence". | What type of misconduct have comprehensive schools been alleged of engaging in? | {
"text": [
"grade inflation"
],
"answer_start": [
43
]
} |
56dc777a14d3a41400c268ac | Comprehensive_school | Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence". | Which German minister criticized comprehensive schools' ability to help students succeed? | {
"text": [
"Barbara Sommer"
],
"answer_start": [
605
]
} |
56dc777a14d3a41400c268ad | Comprehensive_school | Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence". | Which German politician defended comprehensive schools? | {
"text": [
"Sigrid Beer"
],
"answer_start": [
1316
]
} |
56dc777a14d3a41400c268ae | Comprehensive_school | Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence". | Which party does Barbara Sommer belong to? | {
"text": [
"Christian Democratic Union"
],
"answer_start": [
621
]
} |
56dc777a14d3a41400c268af | Comprehensive_school | Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence". | Which party does Sigrid Beer belong to? | {
"text": [
"Alliance '90/The Greens"
],
"answer_start": [
1329
]
} |
56dc784714d3a41400c268b5 | Comprehensive_school | Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest. | Who could be made vulnerable by the Gasemtschulen? | {
"text": [
"bright working class students"
],
"answer_start": [
24
]
} |
56dc784714d3a41400c268b6 | Comprehensive_school | Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest. | From what group does an achievement gap separate working class students at comprehensive schools? | {
"text": [
"middle class peers"
],
"answer_start": [
207
]
} |
56dc784714d3a41400c268b7 | Comprehensive_school | Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest. | At which school do students achieve the least success? | {
"text": [
"Hauptschule"
],
"answer_start": [
444
]
} |
56dc78b114d3a41400c268bd | Comprehensive_school | According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college. | Who conducted a study on comprehensive schools? | {
"text": [
"Helmut Fend"
],
"answer_start": [
29
]
} |
56dc78b114d3a41400c268be | Comprehensive_school | According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college. | To which system did Fend compare comprehensive school alumni? | {
"text": [
"tripartite system"
],
"answer_start": [
205
]
} |
56dc790614d3a41400c268c1 | Comprehensive_school | Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels. | When was the first comprehensive school opened in Gibraltar? | {
"text": [
"1972"
],
"answer_start": [
51
]
} |
56dc790614d3a41400c268c3 | Comprehensive_school | Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels. | Where can students go after finishing comprehensive school in Gibraltar? | {
"text": [
"sixth form"
],
"answer_start": [
186
]
} |
56dc790614d3a41400c268c4 | Comprehensive_school | Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels. | What examinations do students prepare for in the sixth form? | {
"text": [
"A-levels"
],
"answer_start": [
215
]
} |
56dc798714d3a41400c268d1 | Comprehensive_school | Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.' | When did Ireland first open comprehensive schools? | {
"text": [
"1966"
],
"answer_start": [
54
]
} |
56dc798714d3a41400c268d2 | Comprehensive_school | Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.' | Who was responsible for creating comprehensive schools in Ireland? | {
"text": [
"Patrick Hillery"
],
"answer_start": [
79
]
} |
56dc798714d3a41400c268d3 | Comprehensive_school | Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.' | What was the only state-run educational system in Ireland prior to comprehensive schools? | {
"text": [
"vocational school system"
],
"answer_start": [
181
]
} |
56dc798714d3a41400c268d4 | Comprehensive_school | Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.' | What type of school has surpassed comprehensive schools in Ireland? | {
"text": [
"community school"
],
"answer_start": [
556
]
} |
56dc79fc14d3a41400c268d9 | Comprehensive_school | In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the 1970s. The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. The state owns the school property, which is vested in the trustees in perpetuity. The model was adopted to make state schools more acceptable to a largely conservative society of the time. | In what decade were community schools conceived? | {
"text": [
"1970s"
],
"answer_start": [
161
]
} |
56dc79fc14d3a41400c268db | Comprehensive_school | In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the 1970s. The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. The state owns the school property, which is vested in the trustees in perpetuity. The model was adopted to make state schools more acceptable to a largely conservative society of the time. | Who owns the land on which Irish comprehensive schools are found? | {
"text": [
"The state"
],
"answer_start": [
363
]
} |
56dc7a7b14d3a41400c268df | Comprehensive_school | The introduction of the community school model in the 1970s controversially removed the denominational basis of the schools, but religious interests were invited to be represented on the Boards of Management. Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. Community colleges tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations. | What did the community school system remove from the comprehensive school model? | {
"text": [
"the denominational basis of the schools"
],
"answer_start": [
84
]
} |
56dc7a7b14d3a41400c268e1 | Comprehensive_school | The introduction of the community school model in the 1970s controversially removed the denominational basis of the schools, but religious interests were invited to be represented on the Boards of Management. Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. Community colleges tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations. | What is a term for a grouping of local schools that cannot exist independently? | {
"text": [
"Community colleges"
],
"answer_start": [
390
]
} |
56dc7afb14d3a41400c268e5 | Comprehensive_school | The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton. | In what year was the Walworth School established? | {
"text": [
"1946"
],
"answer_start": [
68
]
} |
56dc7afb14d3a41400c268e6 | Comprehensive_school | The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton. | Who established the Walworth School? | {
"text": [
"London County Council"
],
"answer_start": [
170
]
} |
56dc7afb14d3a41400c268e7 | Comprehensive_school | The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton. | What comprehensive school was established in Anglesey? | {
"text": [
"Holyhead County School"
],
"answer_start": [
231
]
} |
56dc7afb14d3a41400c268e8 | Comprehensive_school | The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton. | When was Holyhead County School established? | {
"text": [
"1949"
],
"answer_start": [
269
]
} |
56dc7afb14d3a41400c268e9 | Comprehensive_school | The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton. | Which comprehensive school openend in coventry? | {
"text": [
"Woodlands Boys School"
],
"answer_start": [
330
]
} |
56dc7c3114d3a41400c268ef | Comprehensive_school | The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed] | Who was responsible for the proliferation of comprehensive schools in 1965? | {
"text": [
"Anthony Crosland"
],
"answer_start": [
104
]
} |
56dc7c3114d3a41400c268f0 | Comprehensive_school | The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed] | what was Anthony Crosland's role in government? | {
"text": [
"Secretary of State for Education"
],
"answer_start": [
122
]
} |
56dc7c3114d3a41400c268f2 | Comprehensive_school | The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed] | Which type of school was not in widespread usage? | {
"text": [
"Secondary technical schools"
],
"answer_start": [
509
]
} |
56dc7c9d14d3a41400c268ff | Comprehensive_school | In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary. | Who was made Secretary of State for Education in 1970? | {
"text": [
"Margaret Thatcher"
],
"answer_start": [
8
]
} |
56dc7c9d14d3a41400c26900 | Comprehensive_school | In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary. | What kind of school did Thatcher end the compulsion for existing schools to convert to? | {
"text": [
"comprehensive"
],
"answer_start": [
310
]
} |
56dc7c9d14d3a41400c26901 | Comprehensive_school | In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary. | What party was in power when Margaret Thatcher was made Secretary of State for Education? | {
"text": [
"Conservative"
],
"answer_start": [
77
]
} |
56dc7d3514d3a41400c26905 | Comprehensive_school | By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s. | By what year did the 11-plus exam mainly fall out of use? | {
"text": [
"1975"
],
"answer_start": [
3
]
} |
56dc7d3514d3a41400c26906 | Comprehensive_school | By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s. | What did secondary modern and grammar schools combine to become? | {
"text": [
"neighbourhood comprehensives"
],
"answer_start": [
244
]
} |
56dc7d3514d3a41400c26907 | Comprehensive_school | By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s. | Grammar schools that did not close were converted to what? | {
"text": [
"comprehensive schools"
],
"answer_start": [
675
]
} |
56dc7d3514d3a41400c26908 | Comprehensive_school | By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s. | What are two locations in which all secondary schools were converted to comprehensives in the '70s? | {
"text": [
"Sandwell and Dudley"
],
"answer_start": [
587
]
} |
56dc7d9b14d3a41400c2690d | Comprehensive_school | In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region. | Who initiated the scrutiny of the educational system in 1976? | {
"text": [
"James Callaghan"
],
"answer_start": [
41
]
} |
56dc7d9b14d3a41400c2690e | Comprehensive_school | In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region. | What is the only kind of school operating in Wales? | {
"text": [
"Comprehensive school"
],
"answer_start": [
348
]
} |
56dc7d9b14d3a41400c2690f | Comprehensive_school | In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region. | Which political party was James Callaghan a member of? | {
"text": [
"Labour"
],
"answer_start": [
19
]
} |
56dc7e1b14d3a41400c26919 | Comprehensive_school | Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance. | What law enables parents full control over their child's education? | {
"text": [
"Education Reform Act"
],
"answer_start": [
15
]
} |
56dc7e1b14d3a41400c2691a | Comprehensive_school | Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance. | In what year was the Education Reform Act made into law? | {
"text": [
"1988"
],
"answer_start": [
10
]
} |
56dc7e1b14d3a41400c2691b | Comprehensive_school | Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance. | What concept does the government currently support for education? | {
"text": [
"specialisation"
],
"answer_start": [
559
]
} |
56dc7e1b14d3a41400c2691c | Comprehensive_school | Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance. | Parental choice has informed what controversial practice? | {
"text": [
"league tables of school performance"
],
"answer_start": [
841
]
} |
56dc7e6714d3a41400c26921 | Comprehensive_school | Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for specialist schools as of 2005. | All public primary and secondary schools in Scotland are of what type? | {
"text": [
"comprehensive"
],
"answer_start": [
94
]
} |
56dc7e6714d3a41400c26922 | Comprehensive_school | Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for specialist schools as of 2005. | What has Scotland refused to adopt? | {
"text": [
"specialist schools"
],
"answer_start": [
345
]
} |
56dc7e6714d3a41400c26923 | Comprehensive_school | Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for specialist schools as of 2005. | When was Scotland's latest rejection of the specialist school model? | {
"text": [
"2005"
],
"answer_start": [
370
]
} |
56dc7e9a14d3a41400c26927 | Comprehensive_school | Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland. | Which country is Northern England's school system most different from? | {
"text": [
"Scotland"
],
"answer_start": [
169
]
} |
56dc7e9a14d3a41400c26928 | Comprehensive_school | Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland. | Which countries have school systems somewhat similar to Northern Ireland? | {
"text": [
"England and Wales"
],
"answer_start": [
137
]
} |
56dcd9ef9a695914005b944a | Republic_of_the_Congo | The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. | What is the French term for the Republic of the Congo? | {
"text": [
"République du Congo"
],
"answer_start": [
35
]
} |
56dcd9ef9a695914005b944b | Republic_of_the_Congo | The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. | Which country lies on Congo's northeast border? | {
"text": [
"Central African Republic"
],
"answer_start": [
269
]
} |
56dcd9ef9a695914005b944c | Republic_of_the_Congo | The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. | Whic country lies on Congo's western border? | {
"text": [
"Gabon"
],
"answer_start": [
219
]
} |
56dcd9ef9a695914005b944d | Republic_of_the_Congo | The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. | Which country lies on Congo's northwest border? | {
"text": [
"Cameroon"
],
"answer_start": [
238
]
} |
56dcd9ef9a695914005b944e | Republic_of_the_Congo | The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. | In what part of Africa is the Congo located? | {
"text": [
"Central Africa"
],
"answer_start": [
169
]
} |
56dcda7b9a695914005b9454 | Republic_of_the_Congo | The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years. | What language was spoken in the area that became the Congo? | {
"text": [
"Bantu"
],
"answer_start": [
28
]
} |
56dcda7b9a695914005b9455 | Republic_of_the_Congo | The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years. | When did the Congo gain its independence from colonial rule? | {
"text": [
"1960"
],
"answer_start": [
209
]
} |
56dcda7b9a695914005b9457 | Republic_of_the_Congo | The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years. | Who is the ruler of the Congo? | {
"text": [
"Denis Sassou Nguesso"
],
"answer_start": [
539
]
} |
56dcda7b9a695914005b9458 | Republic_of_the_Congo | The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years. | What title does Nguesso hold? | {
"text": [
"President"
],
"answer_start": [
529
]
} |
56dcdb2e66d3e219004dab30 | Republic_of_the_Congo | The political stability and development of hydrocarbon production made Republic of Congo the fourth largest oil producer in the Gulf of Guinea and provided the country with a relative prosperity despite the poor state of its infrastructure and public services and an unequal distribution of oil revenues. | What is the Congo's rank among other oil generating nations in the Gulf of Guinea? | {
"text": [
"fourth"
],
"answer_start": [
93
]
} |
56dcdb2e66d3e219004dab31 | Republic_of_the_Congo | The political stability and development of hydrocarbon production made Republic of Congo the fourth largest oil producer in the Gulf of Guinea and provided the country with a relative prosperity despite the poor state of its infrastructure and public services and an unequal distribution of oil revenues. | What income is subject to uneven distribution in the Congo? | {
"text": [
"oil revenues"
],
"answer_start": [
291
]
} |
56dcdbe566d3e219004dab35 | Republic_of_the_Congo | Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC. The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin. | What group of people were living in the area that would become the Congo prior to the arrival of Bantu tribes? | {
"text": [
"Pygmy"
],
"answer_start": [
145
]
} |
56dcdbe566d3e219004dab36 | Republic_of_the_Congo | Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC. The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin. | When did Bantu tribes arrive in the area formerly populated by the Pygmy people? | {
"text": [
"1500 BC"
],
"answer_start": [
165
]
} |
56dcdbe566d3e219004dab37 | Republic_of_the_Congo | Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC. The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin. | The Bakongo were a group derived from which tribes? | {
"text": [
"Bantu"
],
"answer_start": [
0
]
} |
56dcdca466d3e219004dab3d | Republic_of_the_Congo | The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region. | Whose expedition arrived at the mouth of the Congo River in 1484? | {
"text": [
"Diogo Cão"
],
"answer_start": [
24
]
} |
56dcdca466d3e219004dab3e | Republic_of_the_Congo | The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region. | What was Diogo Cao's nationality? | {
"text": [
"Portuguese"
],
"answer_start": [
4
]
} |
56dcdca466d3e219004dab3f | Republic_of_the_Congo | The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region. | What did European traders exchange with Bantu people? | {
"text": [
"commodities, manufactured goods, and people"
],
"answer_start": [
188
]
} |
56dcdca466d3e219004dab40 | Republic_of_the_Congo | The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region. | When did formal colonization of the Congo River delta begin? | {
"text": [
"late 19th century"
],
"answer_start": [
386
]
} |
56dcdca466d3e219004dab41 | Republic_of_the_Congo | The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region. | Colonization reduced the power of what groups in the Congo River basin? | {
"text": [
"Bantu societies"
],
"answer_start": [
443
]
} |
56dcddb066d3e219004dab47 | Republic_of_the_Congo | The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives. | When did the French take control of the region to the north of the Congo River? | {
"text": [
"1880"
],
"answer_start": [
67
]
} |
56dcddb066d3e219004dab48 | Republic_of_the_Congo | The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives. | Who brokered a traty with the Makoko people? | {
"text": [
"Pierre de Brazza"
],
"answer_start": [
87
]
} |
56dcddb066d3e219004dab49 | Republic_of_the_Congo | The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives. | What was the French Congo's name changed to in 1903? | {
"text": [
"Middle Congo"
],
"answer_start": [
202
]
} |
56dcddb066d3e219004dab4a | Republic_of_the_Congo | The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives. | What group of French colonies was created in 1908? | {
"text": [
"French Equatorial Africa"
],
"answer_start": [
250
]
} |
56dcddb066d3e219004dab4b | Republic_of_the_Congo | The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives. | How many people are estimated to have died as a result of the creation of the Congo-Ocean Railroad? | {
"text": [
"14,000"
],
"answer_start": [
685
]
} |
56dce55f66d3e219004dab51 | Republic_of_the_Congo | During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic. | What served as the capital of France in spirit during the Occupation? | {
"text": [
"Brazzaville"
],
"answer_start": [
58
]
} |
56dce55f66d3e219004dab52 | Republic_of_the_Congo | During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic. | What meeting brought about changes in France's policy towards its colonies? | {
"text": [
"Brazzaville Conference of 1944"
],
"answer_start": [
147
]
} |
56dce55f66d3e219004dab53 | Republic_of_the_Congo | During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic. | When did Brazzaville get its own local government? | {
"text": [
"1946"
],
"answer_start": [
498
]
} |
56dce55f66d3e219004dab54 | Republic_of_the_Congo | During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic. | What did the 1946 constitution establish Brazzaville as? | {
"text": [
"the Fourth Republic"
],
"answer_start": [
533
]
} |
56dce5b69a695914005b9468 | Republic_of_the_Congo | Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued. | When was the Fifth Republic founded? | {
"text": [
"1958"
],
"answer_start": [
89
]
} |
56dce5b69a695914005b9469 | Republic_of_the_Congo | Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued. | What was disbanded in 1958? | {
"text": [
"the AEF"
],
"answer_start": [
95
]
} |
56dce5b69a695914005b946a | Republic_of_the_Congo | Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued. | In 1958, what did the Middle Congo change its name to? | {
"text": [
"the Republic of the Congo"
],
"answer_start": [
263
]
} |
56dce5b69a695914005b946b | Republic_of_the_Congo | Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued. | When did the Congo establish its first constitution? | {
"text": [
"1959"
],
"answer_start": [
337
]
} |
56dceb899a695914005b9472 | Republic_of_the_Congo | The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat. | On what date was the Congo made fully independent from colonial rule? | {
"text": [
"August 15, 1960"
],
"answer_start": [
68
]
} |
56dceb899a695914005b9473 | Republic_of_the_Congo | The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat. | Who was the first leader of the independent Congo? | {
"text": [
"Fulbert Youlou"
],
"answer_start": [
85
]
} |
56dceb899a695914005b9474 | Republic_of_the_Congo | The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat. | Who replaced Youlou? | {
"text": [
"Alphonse Massamba-Débat"
],
"answer_start": [
354
]
} |
56dceb899a695914005b9475 | Republic_of_the_Congo | The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat. | Who were responsible for the revolts that ended with Youlou's removal? | {
"text": [
"labour elements and rival political parties"
],
"answer_start": [
145
]
} |
56dceb899a695914005b9476 | Republic_of_the_Congo | The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat. | Who took control of the company during the transition from Youlou to Debat? | {
"text": [
"Congolese military"
],
"answer_start": [
242
]
} |
56dcec399a695914005b947c | Republic_of_the_Congo | Under the 1963 constitution, Massamba-Débat was elected President for a five-year term. During Massamba-Débat's term in office the regime adopted "scientific socialism" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-Débat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-Débat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'état in September 1968. | Who became president of the Congo in 1963? | {
"text": [
"Massamba-Débat"
],
"answer_start": [
29
]
} |
56dcec399a695914005b947e | Republic_of_the_Congo | Under the 1963 constitution, Massamba-Débat was elected President for a five-year term. During Massamba-Débat's term in office the regime adopted "scientific socialism" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-Débat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-Débat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'état in September 1968. | What was a term that could describe the political philosophy of the Congo under Massamba-Debat? | {
"text": [
"scientific socialism"
],
"answer_start": [
147
]
} |
56dcec399a695914005b947f | Republic_of_the_Congo | Under the 1963 constitution, Massamba-Débat was elected President for a five-year term. During Massamba-Débat's term in office the regime adopted "scientific socialism" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-Débat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-Débat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'état in September 1968. | Soldiers from which country were brought to the Congo? | {
"text": [
"Cuban"
],
"answer_start": [
387
]
} |
56dcec399a695914005b9480 | Republic_of_the_Congo | Under the 1963 constitution, Massamba-Débat was elected President for a five-year term. During Massamba-Débat's term in office the regime adopted "scientific socialism" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-Débat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-Débat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'état in September 1968. | When did Massamba-Debat lose power in the Congo? | {
"text": [
"September 1968"
],
"answer_start": [
770
]
} |
56dcecb79a695914005b9486 | Republic_of_the_Congo | Marien Ngouabi, who had participated in the coup, assumed the presidency on December 31, 1968. One year later, President Ngouabi proclaimed Congo Africa's first "people's republic", the People's Republic of the Congo, and announced the decision of the National Revolutionary Movement to change its name to the Congolese Labour Party (PCT). Ngouabi survived an attempted coup in 1972 but was assassinated on March 16, 1977. An 11-member Military Committee of the Party (CMP) was then named to head an interim government with Joachim Yhombi-Opango to serve as President of the Republic. Two years later, Yhombi-Opango was forced from power and Denis Sassou Nguesso become the new president. | Who became president of the Congo in 1968? | {
"text": [
"Marien Ngouabi"
],
"answer_start": [
0
]
} |
56dcecb79a695914005b9487 | Republic_of_the_Congo | Marien Ngouabi, who had participated in the coup, assumed the presidency on December 31, 1968. One year later, President Ngouabi proclaimed Congo Africa's first "people's republic", the People's Republic of the Congo, and announced the decision of the National Revolutionary Movement to change its name to the Congolese Labour Party (PCT). Ngouabi survived an attempted coup in 1972 but was assassinated on March 16, 1977. An 11-member Military Committee of the Party (CMP) was then named to head an interim government with Joachim Yhombi-Opango to serve as President of the Republic. Two years later, Yhombi-Opango was forced from power and Denis Sassou Nguesso become the new president. | What did the Congo's name become under Ngouabi? | {
"text": [
"People's Republic of the Congo"
],
"answer_start": [
186
]
} |
56dcecb79a695914005b9488 | Republic_of_the_Congo | Marien Ngouabi, who had participated in the coup, assumed the presidency on December 31, 1968. One year later, President Ngouabi proclaimed Congo Africa's first "people's republic", the People's Republic of the Congo, and announced the decision of the National Revolutionary Movement to change its name to the Congolese Labour Party (PCT). Ngouabi survived an attempted coup in 1972 but was assassinated on March 16, 1977. An 11-member Military Committee of the Party (CMP) was then named to head an interim government with Joachim Yhombi-Opango to serve as President of the Republic. Two years later, Yhombi-Opango was forced from power and Denis Sassou Nguesso become the new president. | What did the National Revolutionary Movement's name become? | {
"text": [
"Congolese Labour Party"
],
"answer_start": [
310
]
} |
56dcecb79a695914005b9489 | Republic_of_the_Congo | Marien Ngouabi, who had participated in the coup, assumed the presidency on December 31, 1968. One year later, President Ngouabi proclaimed Congo Africa's first "people's republic", the People's Republic of the Congo, and announced the decision of the National Revolutionary Movement to change its name to the Congolese Labour Party (PCT). Ngouabi survived an attempted coup in 1972 but was assassinated on March 16, 1977. An 11-member Military Committee of the Party (CMP) was then named to head an interim government with Joachim Yhombi-Opango to serve as President of the Republic. Two years later, Yhombi-Opango was forced from power and Denis Sassou Nguesso become the new president. | In what year was a coup attempted against Ngouabi? | {
"text": [
"1972"
],
"answer_start": [
378
]
} |
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