This article discusses the features of training future specialists (in our society, social educators) in the
context of social cooperation and comparative analysis (based on a comparison of the experience of three
countries: Kazakhstan, Russia and the USA). The term “social partnership” in various sciences is interpreted
differently: as a system of relations between various social entities, which is oriented towards achieving
national interests, taking into account group and corporate interests (philosophical aspect); as a system of
measures aimed at cooperation between workers, employers and the state in the field of social and labor
relations (economic and legal aspect); as a system of relationships between these entities, which replaced the
theory of class struggle (historical aspect). In our field of education, the model of partnerships is different,
since the specificity of models of social partnership in the field of education is explained by the fact that the
need for knowledge and the demand for educational services are determined by changes in the level and
structure of employment. For example, the restructuring of the West European economy on a new
technological basis in the 70s caused an increase in structural unemployment, and it was then that the
relevant reforms in the field of education were carried out, which facilitated the coordination of the interests 
of the state, entrepreneurs and workers. Currently, the model of social partnership in the field of education
has such differences as the degree of state participation in the system of vocational education and training
and the presence of the needs of social partners and their abilities to combine efforts.