Abstract
In modern conditions, the issue of forming a productive system of relationships between educational institutions and subjects and institutions of the labor market, government and local authorities, and public organizations remains relevant. Such a system of relations is a system of social partnership, designed to solve the problems of joint mutually beneficial activities based on maximum coordination and consideration of the interests of all its participants. In the field of general education, social partnership presupposes, first, the effectiveness of interaction between all participants in the educational space (student, teacher, university administration, employers, and the nearest society). Thus, a social partnership is a type of interaction between the parties of social partnership participants (various educational and public organizations and their subjects of an individual), characterized by the search and achievement of consensus by agreeing with the goals of all its participants, establishing mutually beneficial dialogue relations by defining not only mutual interests but also the points of their non-coincidence. Depending on the level of its implementation, social partnership in education has a certain specificity. In vocational education, it is viewed as a certain type of ideology, built on mutual concessions, compromise, and consensus to reach agreements on the issues of employment of graduates or coordination, to protect the interests of educators. Social partnership in the field of vocational education combines the academic quality of the educational program and the employability of a graduate, contributing to its further improvement, and increasing the mobility of qualified specialists. The readiness of a social teacher for partnerships as a qualitative characteristic of his/her professional competence is laid down in the university at the stage of professional development and is determined by the unity of his/her personal, cognitive, and activity components