Specific knowledge, skills and competencies are expected of ECEC practitioners. There is a general consensus, supported by research, that well-educated, well-trained professionals are the key factor in providing high-quality ECEC with the most favourable cognitive and social outcomes for children. Research shows that the behaviour of those who work in ECEC matters and that this is related to their education and training. The qualifications, education and training of ECEC staff are, therefore, an important policy issue (OECD, 2006).