The context for this research

The Chinese partner university in this research was one of 100 higher education institutions selected as part of Project 211 to develop standards for education quality and research (Huang，2015；Yang，2014) . Other aims include social and cultural benefits for both the importing and exporting countries. Because of the listing in the National 211 Project this university is designated a leading university (Huang，2015) . Started in 1995 the 211 Project has been supported by the central government to create universities that are internationally competitive in teaching and research and exemplars within China. The university in question is also one of a small number of normal universities that are under the governance of the national MoE. The CAP is a fee for service program and aspects of the CAP，like the number of students enrolling，come under the jurisdiction of the MoE. English classes are supplied and some teaching in the first two years in China is done in English by visiting Australian academics. Students who enter this program，but do not succeed in gaining a high enough International English Language Test score (IELTs) to study in Australia，will still have the advantage of having studied at an elite university and will not be bonded to the MoE when they complete their studies.(https://www.daowen.com)

In terms of policy for the reform of early childhood education in China there have been a number of initiatives introduced in recent years. One that has been very significant was China's 2010 Outline for Medium and Long-term Education Reform and Development (2010-2020)(Zhou，2011) . Following this the content of teacher training programs was specified in 2011 in the promulgated documents Curriculum Standards for Teacher Education and in the 2012 Kindergarten Teacher Professional Standards. The first of these documents prescribes a national curriculum for preservice and in-service teacher training and indicates what should be included in college and university teacher education courses (Hu ＆ Cui，2012). The Kindergarten Teacher Professional Standards，released in 2012，was a direct product of the 2010 Outline (Pang，2012). This standards document identifies sixty-two areas in which early childhood teachers are expected to be knowledgeable and competent. Recent policy documents released have been joint statements from the MoE and the Ministry of Finance (MoF) . A notice on drafting national training plans for school and kindergarten teachers was released in March 2014 and in July 2015 these ministries announced rules for funding for early childhood education development. Quality and content of early childhood teacher training is a priority focus for the Chinese government as their agenda for economic and educational reform is enacted. It is within this context of a leading university and an education reform agenda that this CAP was developed.