The Australian context

The main bodies in Australia that determine program and teacher quality and determine standards are the Australian Children's Education and Care Quality Authority (ACECQA) and the Australian Institute for Teaching and School Leadership (AITSL) . The Australian university must comply with program content and standards established by these external bodies as well as approving the program through its own internal channels. A major challenge faced in the dual accredited award for the program emerged in the first two years of study as there are so many different accrediting bodies that have criteria that must be matched across the two jurisdictions.Students must meet criteria from the Australian ACECQA，AITSL，the Chinese MOE and teacher registration requirements from both Australia and China. In Australia registration also differs across states. An underpinning assumption for the“two plus two”program was that students would have flexibility and choice to either stay and work in Australia or return back to China. They would be able to gain registration as qualified teachers in both places. Australia also has complicated regulations around English language competence and particular skills areas. The two-year degree has created problems for the students from China as the Australian government distinguishes between two and four year sojourns and have recently changed English requirements (AITSL，2017) . This has disadvantaged the Chinese students to an extent.(https://www.daowen.com)