centres Hosting students and apprentices from abroad creates an international atmosphere that brings benefit for the whole institution (e.g. inspiration of other students, learning language). VET-institutions have the possibility to benchmark their course contents and pedagogic practices. Involvement of a VET-institution in mobility activities makes it attractive for students in comparison with other ‘not-towards-mobility-oriented’ institutions. Transnational mobility projects can serve as a launch pad for transnational partnerships and for a proactive internationalization strategy and policy. The role of VET-institutions is gradually changing from a traditional ‘school’ towards a regional knowledge centre. There is a need to reflect internationalization in their array of competences and skills. Mobility projects might imply income-generating activities. Take-up statistics Initially, we should distinguish between placements abroad organized within the framework of programmes and spontaneous placement activities happening outside of these. We have only very limited ability to measure the placements abroad that are undertaken outside of dedicated programmes, or in programmes or initiatives that deal with wider issues and where placements abroad are only a possibility, and not a distinct programme activity. Anything concerning this must thus be based on guesswork. Even when concentrating on dedicated mobility programmes (or programmes where mobility is a distinct activity) are we faced with problems. First, problems of definition can make comparability difficult. Second (and partly as a consequence of this), the way in which information is gathered (and what is gathered) may differ from programme to programme, which makes it yet more difficult to come up with robust and comparable information. It is not possible to see from the statistical material available whether some activities were undertaken as placements or as another form of mobility. Moreover, mobility programmes (or programmes incorporating mobility activities) are undertaken in many different contexts, and there is virtually no national level overview of all mobility activities. The annual Dutch BISON monitoring report of international mobility within education and training remains an isolated initiative, but it includes only mobility taking place within the framework of educational establishments. In addition, all the information available is concerned with outgoing mobility (the sending aspect), and there is no indication of incoming mobility (hosting). This lack of quantitative data makes it very difficult to arrive at any figures concerning both the participation rates and financing involved. For the Leonardo da Vinci programme, we can give very precise indications on participation rates and the amount of funding in the programme,