The purpose of this study is to examine and compare the state of provision of continuing professional development (CPD) for vocational teachers and trainers across nine different countries: Albania, Algeria, Belarus, Kosovo, Moldova, Montenegro, Serbia, Tunisia and Turkey. However, rather than simply investigating CPD, the study examines CPD in the context of the working life of vocational teachers, including their pedagogy, their qualifications, their work satisfaction and their careers. It also considers the context of the schools in which they work: their culture, governance, resources and planning. This report builds upon nine separate national studies, each of which included a literature review, interviews with selected stakeholders, and two surveys, one for teachers and trainers and the other for principals. This methodological approach gives particular attention to the perceptions of vocational teachers and their principals, and it makes it possible to interpret their views in the context of normative frameworks and policy developments. Highlighting the perceptions of practitioners reveals the gaps between what the norms require (and what policy intends) and what practitioners experience. Of course, the views expressed by teachers must be interpreted. However, it is vital to understand and take on board the perspective of practitioners, as we cannot expect teachers to become highly motivated, highly skilled, innovative, autonomous professionals if they have little voice in the development of their own profession. It is anticipated that this report will be of particular interest to policy makers because it tries to clarify the current condition and professional development of vocational teachers, taking into account policy objectives. The report shows how certain indicators can be used to audit policy making and policy implementation in relation to teachers. The report also helps policy makers to make comparisons over time and between countries, which may help them to make more informed decisions in relation to goal setting and prioritisation. The surveys targeted, for the most part, public schools providing initial upper secondary education, at the levels of International Standard Classification of Education (ISCED) 3 and 4. In four of the countries, some private schools were included where this was possible and desired by stakeholders. In four smaller countries, all vocational schools were included in the surveys, while in larger countries a stratified random sample of schools was selected. All teachers and principals in the selected schools were then invited to participate in the two online surveys. Across the nine countries, 745 principals and 10 631 vocational teachers and trainers responded. The ETF surveys provide representative samples of all vocational teachers and principals working in the nine countries included in the study.