In light of the concern of whether pedagogy and quality of education are treated symbiotically or not, the intent behind the article is twofold: fi rst, it will focus on how the term “quality education” and “quality of education” were taken up at the national level and within international domains, and what were their contents and intricacies, keeping in mind the differences between the two concepts; second, it will directly delve into the question of: Have pedagogy-related variables been considered for measurement? This query will be contextualised with reference to a list of fi ve nationwide metrics or surveys in India and their subjective ideas of the principal attributes of quality education.
