be distinguished from employment abroad in general, which is another matter. The line is blurred, and different definitions may collide here. Any labour market activity where the participant draws some kind of wages or salary is juridically considered as employment. But payment is not necessarily a way of distinguishing between placements and proper jobs; placements may be paid or unpaid, even though the learning role of participants is often signified by the fact that they receive no – or a considerably reduced – payment. History Mobility of VET learners can be traced to the tradition of the traveling journeyman of the medieval guilds. Dedicated transnational placement programmes appeared after the Second World War when the organizations AIESEC and IAESTE were set up under the auspices of Unesco in 1948 to facilitate placements for students of commerce and technology in higher education. Another placement programme was set up in 1964 by the Commission of the European Communities in the shape of the Young workers’ exchange programme (YWEP). In 1981 a binational Franco- German programme for placements (exchanges) in VET was established within the framework of the Franco-German Treaty of 1963. The Comett programme from 1987 – also set up by the European Commission – grant aided placements of students in higher education in order to promote cooperation between universities and industry and to facilitate transfer of technology. Action 4 of the Lingua programme from 1990 contained funding provisions for young people in VET to undertake placement periods abroad in order to improve foreign language proficiency. Up to the early 1990s, however, mobility in VET – and in particular in initial VET and for young workers – was very limited and certainly not a realistic proposition except for a very small minority of the total population engaged in VET. Mobility took a quantum leap upwards on the agenda of European and national VET-policies more or less precisely a decade ago, notably with the introduction of the enlarged Petra programme (Petra II) in 1992. That year, 8500 placements were grant-aided through the programme, and by the end of the programme period in 1995, the total number approached 35 000 for the then 12 EU Member States. A significant development at national level was the establishment by the Danish government in 1992 of the PIU programme, which gave people in initial vocational training not just the opportunity but the right to undertake all or