Overall implications from Part 1 and Part 11
The history of CAP projects generally has been problematic. In 2007，due to quality concerns，the MoE promulgated Circular number 14 (2007) which further regulated CAPs and made it necessary for MoE approval to be sought to establish a CAP and the program would be reviewed on a regular basis. China Higher Education (2014) also reports that by 2012 in some provinces joint and articulation programs were struggling to recruit enough students. This has been the case for the CAP discussed here. Reasons include increased opportunities for students to negotiate their own applications to foreign universities. There is a slowing demand for student recruitment agencies as universities establish their own recruitment offices in foreign countries and the Internet has made it easier for students to direct their own arrangements. In Australia seven of the‘Group of Eight’universities and more than half the other Australian universities now accept the Gaokao，the Chinese University entrance examination (China Higher Education，2014) .This changing environment has created a much more competitive context for schemes like the CAP and this could have long-term impact on numbers.
All the Chinese participants mentioned the difficulties in studying at a higher education level in a second language. Not all the students who wished to participate in the CAP program were able to access the opportunity because a significant number did not achieve appropriate levels in the international English language test. The Australian university has raised the required English levels for applicants since the CAP started and the teacher registration body now requires the testing of English skills for all international students who have studied in Australia for less than four years before they can gain professional registration to be employed as a teacher. This changing regulatory terrain provides constant challenges.
One benefit of dual accreditation is that it provides flexibility for those who may like to stay and work in Australia after their study，and it allows graduates to go back to teach in China.However，these benefits do not come easily. The findings from the Australian perspectives indicated a number of questions that need to be answered on accreditation requirements of two countries. More importantly，a need to have a well-designed program to allow a smoother transition for students coming to complete the last two years of their study in Australia，this requires considerable efforts between the expertise in ECE to successfully come together in a cross border collaboration to achieve the outcomes for students.
Concerns will continue to exist in terms of communication，cultural understanding and regulations from both countries though all agreed that the joint program has its advantages such as graduates having better employability and employment opportunities. The influencing factors from the environment including policy，government legislation and regulation can further impact the program and partnership，for example，the mandated requirement of teacher registration with English standards testing for those who do not have at least four years of education in Australian.The level of IELTS needed was raised after the agreement of the joint partnership was signed and the acceptance of two cohorts of students took place. Early childhood teacher registration in Victoria also did not exist when the original contract was signed. This introduced another level of regulation. In collegial and collective commitments from the new leadership and management of the Australian university，amendments to the program for the two-stage process were made to ensure a smoother transition for the students. Positive relationships built between both universities have helped to ensure a more forward looking partnership in the long term as expressed by the Dean of the Chinese university and the new departmental head. The Chinese Dean also stated，‘After a few years of collaboration I think we are getting better at cooperation and communicating with each other’. From the findings，the new Australian head of department commented about the partnership and program，‘It's still not perfect but it's a lot better than what it was 12 months ago’and he continued，‘…if we had our time again，it will be a different program’. His view of“different program”demonstrated the ongoing and emerging challenges from the CAP arrangement. (图2-3 为Students of Program Study in RMIT)
图2-3 Students of Program Study in RMIT
The emphasis on developing research partnerships that the Associate Dean and Deputy Dean espoused in their interviews was not an original aim of the CAP and has not been pursued in the time the partnership has existed. As the Associate Dean pointed out，the connections that made the CAP possible were not connections that had the expertise to establish joint research. Whether such a relationship is built is a future consideration that is yet to be considered although all three participants thought this would be a positive step in the relationship.
Strategic partnerships have been an important part of Chinese policy and education has been no exception. Increasingly the country has put emphasis on the quality of the partnership，asevidenced by Circular number 14 (2007) and careful monitoring of projects by the MoE. The CAP described here has the potential to provide a high quality exchange because the Australian partner has designed a program that is a fully accredited qualification in Australia. However，the international education landscape is rapidly changing and the lack of uptake by students suggests this model may no longer be the best for individual interests. The model as it stands may need to offer different opportunities.
References：
1. Access Economics Pty. Ltd. (2009) The Australian Education sector and the economic contribution of international students.
2. http：/ /www.acpet.edu.au/uploads/files/Publications/Access%20Economics%20ACPET%20 Report.pdf
3. Australian Children's Education and Care Quality Authority (ACECQA) . Retrieved from：http：/ /www.acecqa.gov.au/
4. Ai，J. (2006) Guanxi networks in China：its importance and future trends. China and World Economy，14 (5)，105-118.
5. Australian Institute for Teaching and School Leadership ( AITSL) (2017).http：/ /www.aitsl.edu.au/assessment-for-migration 30
6. Australian government. (2015) Draft national strategy for international education.(For consultation) https：/ /internationaleducation.gov.au/Internationalnetwork/
7. Australia/InternationalStrategy/Documents/Draft%20National%20Strategy%20 for%20International%20Education.pdf
8. Chapman，A. ＆ Pyvis，D. (2013) Enhancing quality in transnational higher education：Experiences of teaching and learning in Australian offshore programs. Maryland：Lexington Press.
9. Fang，W. (2012) The development of transnational higher education in China：A comparative study of research universities and teaching universities. Journal of Studies in International Education，16 (5)，5-23.
10. Feng，Z. ＆ Huang，J. (2014) China's strategic partnership diplomacy：engaging with a changing world. European Strategic Partnerships Observatory. Madrid：Working Paper 8.
11. Guruz，K. (2011) Higher education and international student mobility in the global knowledge economy. Albany：State University of New York Press.
12. Hammond，S.，＆ Glenn，L. (2004) The ancient practice of Chinese social networking：guanxi and social network theory. E：CO Special Double Issue，6 (1-2 Fall)，24-31.(https://www.daowen.com)
13. Huang，F. (2015) Who leads China's leading universities?Studies in Higher Education.DOI：10.1080/03075079.2015.1034265 pp. 1-18.
14. Hu，H.，＆ Cui，Y. (2012) Development of Curriculum Standards for Teacher Education：Process and Issues. Global Education，41 (6)，10-21.
15. Hutchings，K.＆ Weir，D. (2006) Understanding networking in China and the Arab world：Lessons for international managers. Journal of European Industrial Training，30 (4)，272-290.
16. Knight，J. ( 2008) Higher education in turmoil：The changing world of internationalization. Sense Publishers：Rotterdam.
17. Knight，J. (2011) Doubts and Dilemmas with Double Degree Programs. Revista de Universidady Sociedad del Conocimiento，8 (2)，235-248.
18. Liu，Y. ＆ Pan，Y. (2013) A review and analysis of current policy on early childhoodeducation in mainland China. International Journal of Early Years Education，21 (2-3)，141-151.
19. Logan，H.，Sumsion，J. ＆ Press，F. (2014) Uncovering hidden dimension of Australian early childhood policy history：insights with interviews from policy 31‘elites’.European Early Childhood Education Research Journal，22 (5)，711-722.
20. Marginson，S. (2004)，Don't leave me hanging on the Anglophone：The potential for online distance higher education in the Asia-Pacific region. Higher Education Quarterly，58 (2/3)，74-113.
21. Ministry of Education (MoE) . (2007) Circular of the Ministry of Education concerning further regulating Chinese-foreign cooperation in school running. http：/ /www.asianlii.org/cn/legis/cen/laws/cotmoecfrccisr1052/
22. Ng，J.，＆ Nyland，B. (2016) Internationalization and global learning. In T. Barkatsas＆ A. Bertram (Eds.)，Global learning in the 21st century，pp. 231-251.
23. Netherland：Sense Publisher. Pang，L. (2012) The background，guiding ideology and basic characteristics of kindergarten teachers' professional standards. Studies in Preschool Education，(7)，3-6.
24. Project Atlas Australia. (2015) International students in Australia. http：/ /www.iie.org/Services/Project-Atlas/Australia/International-Students-In-Australia Yang，R.(2008) . Transnational higher education in China：contexts，characteristics and concerns.Australian Journal of Education，52 (3)，272-286.
25. Yang，R. (2014) China's strategy for internationalization of higher education：An overview. Frontiers of Education in China，9 (2)，151-16.
26. Yin，R. (2003) Case study research：Design and methods.CA：Thousand Oaks.
27. Sage. Sun，W. ＆ Boncella，R. (2007) Transnational higher education：issues affecting joint degree programs amongst U.S. and Chinese schools. Issues in Information Systems，8 (1)，65-70.
28. Tan，G. (2012) The transnational migration strategies of Chinese and Indian students in Australia. Unpublished thesis：University of Adelaide.https：/ /digital.library.adelaide.edu.au/dspace/bitstream/2440/73500/8/02whole. pdf
29. Vincent-Lancrin，S. (2005) Building capacity through cross-border tertiary education.London：Observatory on Borderless Higher Education.
30. Zhou，X. (2011) Early childhood education policy and development in China.International Journal of Care and Education Policy，5 (1)，29-39.
【注释】
[1]Berenice Nyland，博士，澳大利亚墨尔本皇家理工大学教授；Josephine Ng，博士，澳大利亚墨尔本皇家理工大学高级讲师。