IntroductionThere is a general consensus at the theoretical level, at the legislative level, among the public and among professionals on the importance of cooperation between family and school. In contrast to this consensus is the reality of educational practice in which genuine cooperation between school and family constitutes more of a notable example or exception than a generally applied standard of practice. In the contemporary world, partnership is almost a “commonplace”, even a fashionable slogan (but sometimes meaningless) when we consider each social and therefore educational practice as well. A review of the literature shows that this term is often defined differently and is often not operationalized at all. Dominant Models of Family-School PartnershipsOur analysis of the issue of family-school partnership included theoretical studies and research on family-school relationships, parent involvement programs. and program evaluations, manuals for practitioners, as well as legislative documents at the transnational level (Table 1). Table 1. Examples of study books, article synthesis websitesStudies 16 56Research 24 7Programs and program evaluations 1 14 8International Policy Review 3 3Textbooks 17 2 8Legislative Documents 3 15We have identified two dominant approaches to partnership:1) The first we called the initial-utilitarian approach based on the hypothesis that partnership arises from the existence of complementary interests and corresponding objectives between school and family as a basis for sharing meaning from where the process of joint activities comes. According to this approach, since the family and the program have overlapping spheres of interests and functions, and these are the child and his education...... middle of article ......Mendoza , J., Katz , L. Robertson, A.S. (2003). Connect with parents from early childhood. University of Illinois, Champaigu Early Childhood and Parenting Collaborative. MacNaughton, G. and Hughes, P. (2003). Curricular contexts: parents and communities. In MacNaughton, G. Shaping early childhood learners, programs and contexts (pp. 255-281). Berkshire: Open University Press. Pavlovic Breneselovic, D. (2012). However, the system does not need to be replaced by any other system. Belgrade: Filozofski fakultet Univerziteta u Beogradu. Railsback, J. & Brewster, C. (2003). Build trust with diverse schools and families. Portland: Northwest Regional Educational Laboratory Sterling, S. (2003). Whole systems thinking as the basis for a paradigm shift in education: explorations in the context of sustainability, PhD theses, University of Bath.