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The article by Singh examines centre-periphery relations in terms of colonial legacy in the field of technical and vocational education in India. Colonial neglect of vocational education had the effect of destroying existing indigenous systems of vocational learning that were embedded in distinctive local socioeconomic and cultural contexts. This legacy has continued even after India's Independence and is strongly reflected in manpower development plans and discourses of international agencies, which cater primarily to the needs of the formal economy. However, as the informal economy increasingly comes to be seen as the key ground both for economic growth and poverty eradication, so the ability of education and training to promote informal sector activities needs to come to the fore even further in government and agency concerns. The article draws upon empirical studies to provide a comprehensive picture of the educational processes and the competency people in the informal economy want, need and utilise. For, if vocational training and education is to cater to both the formal and informal labour markets, then it is necessary to learn from the periphery and to take into account the traditions and values of the system of vocational learning in working life. What the author describes for India has applicability for many countries in Africa and South East Asia.