Introduction. The continuity of educational programmes, particularly in the vocational education system, is a key issue. If sequential educational programmes are not interconnected and continuity is lacking, students must repeatedly ‘start from scratch’. Continuity allows you to rely on previously acquired knowledge, skills, competencies or formed personal qualities. Educational continuity is a non–linear phenomenon. Discussions on continuity typically focus on content-related aspects, but in today’s context, this alone is insufficient to address the challenges of vocational education, since vocational education serves as a tool for changing the social role of a person. That is why it has become relevant to talk about other, not content-related areas and levels of continuity.
Aim. The aim of this study is to identify the various foundations of continuity in general, vocational, and additional professional education programmes.
Methods. The study employs methods of generalised analysis of normative documents, systematising relevant legal information, and reviewing scientific and methodological sources within the framework of ensuring continuity across different levels of education programmes.
Results. Information on various approaches to ensuring educational continuity is systematised using training models for public administration specialists as an example.
Scientific novelty. The analysis revealed that, beyond content-related continuity of educational programmes, there are at least two additional approaches, one focused on the process of human (student) development, and the other on the sequence of stages of continuing education.
Practical significance. The data presented in the article can be used by developers of basic and additional educational programmes, and organisers of vocational education and training of civil servants.