text: 76. Education was seen by the Expert Group as an important com­ ponent of individual well-being because it allowed persons to develop their human potentials and provided for social mobility. The Group stated that education indicators should measure, at a minimum, literacy and years and level of schooling completed. Because it was essential for policy-makers to understand which factors ~ad produced a change in educational levels, it was necessary to compile some indicators of education inputs, such as enrolment ratios, drop-out and continuation rates, pupil-teacher ratios, and public expenditure on an investment in education. Some countries had begun the more complex task of attempting to measure the quality of education. D. COSTS, BENEFITS AND LIMITATIONS OF STATISTICAL INFORMATION 77. The Expert Group considered the costs and benefits of statistical information since those largely determined which development indi­ cators would be feasible. Costs were relatively easy to measure since they were primarily monetary and immediate. The Group described trade-offs in the costs of obtaining statistical information. Surveys were less expensive to conduct, even on a per capita basis, but the smaller number of respondents limited the complexity of analysis possible and precluded obtaining valid results for small geographical areas. Paying higher honoraria to enumerators was considered worth the cost because the quality of results was improved. 78. Cost could be minimized by maintaining a centralized statistical system, by utilization of continuous multipurpose surveys, and by the 19 establishment of a panel of part-time enumerators who could work on more than one survey. 79. There was also a cost of consuming information which was im­ possible to specify. That cost was determined partially by the format of the presentation of data and partially by the capacity of the user to understand and assimilate information. For that reason, indicators 
analysis: The text discusses the importance of education as a component of individual well-being and the need to measure various indicators related to education, such as literacy, years and level of schooling completed, and education inputs. It also touches on the costs and benefits of statistical information and the challenges of collecting and presenting data. These themes suggest that the text is most closely related to the field of education.