South Korea at the end of the Second World War had a very low level of literacy. But suddenly, like in Japan, they determined they were going in that direction. In 20 years' time, they had transformed themselves. So when people go on saying that it's all because of perennial culture, which you cannot change, that's not the way the South Korean economy was viewed before the war ended. But again within 30 years, people went on saying there's an ancient culture in Korea that has been pro-education, which is true.

People's identities as Indians, as Asians, or as members of the human race, seemed to give way - quite suddenly - to sectarian identification with Hindu, Muslim, or Sikh communities.

When the government is trying to penny-pinch and, at the same time, trying to keep a defense expenditure and so forth, which are regarded as quote unquote essential, the education is regarded inessential.

Famines are easy to prevent if there is a serious effort to do so, and a democratic government, facing elections and criticisms from opposition parties and independent newspapers, cannot help but make such an effort. Not surprisingly, while India continued to have famines under British rule right up to independence... they disappeared suddenly with the establishment of a multiparty democracy and... a free press and an active political opposition constitute the best early-warning system a country threaten by famines can have.

Every time you have an opportunity of opening a school, its fee and funding is really relatively small in comparison with the big expenditure, which is basically quote unquote defense. I think if there were fees, progress could be very much faster. But for that we need not only the government in different countries to understand it but the society to put pressure on it, the parents to understand that their desire to have their children educated can actually be realized, and it could make a dramatic difference.

The market economy succeeds not because some people's interests are suppressed and other people are kept out of the market, but because people gain individual advantage from it.

When I was giving a lecture in India, the capabilities that I have to be concerned with there, namely the ability of people to go to a school, to be literate, to be able to have a basic health care everywhere, to be able to seek some kind of medical response to one's ailment; these become central issues in the Indian context which they're not in the UK, because you're well beyond that.