This communication will concern a French and English review of literature which will explore how the authors conceptualize partnership (Srbljanin, 2000; Mérini, 2006). This review is based on 3 major focuses: the definition of partnership, theoretical model and the field of application specially that of the education and finally the obstacles to the implementation of the partnership. We will do a comparative analysis of French and English articles. Among the preliminary results, a common point appears to know that most of the English or French authors mobilize the notion of partnership without defining it, considering it rather as a contextual factor influencing the setting-up of programs which recover from inter-organizational agreements (Berger, de Peretti, Poisson, Campiutti and Collet, 1998; Carlson, Eisenmann, Pfeiffer, Jager, Sehnert, Yee, Klavinski and Feltz, 2008; Eilbert, 2003; Kreulen, Bednarz, Wehrwein et Davis, 2009 and Weiner, Cantara, Kuon and Lione, 1988). Few authors approached the question of the partnership of a school point of view and when they made it, it is also by reducing it to simple agreements between organizations.