Introduction. Forecasting and strategic planning of  long-term labor needs and the development of  secondary vocational education are regulated by  the legislation of the Russian Federation. The issues of applying modern forecasting methods require consideration in the context of the requirements of established norms. 

Aim. The coverage of the results of the analysis of normative and methodological documents, which define the issues of forecasting and strategic planning of the development of the education system of the Russian Federation. 

Methods. The methods of generalizing analysis of the content of normative documents, systematization of relevant legal information in the context of forecasting and strategic planning tasks are used. 

Result. The information on documents defining the current regulatory framework for developments aimed at creating long-term forecasts for the development of education, as well as creating concepts and documentation for strategic planning is systematised. 

Scientific novelty. Modern directions of forecasting and strategic planning were identified, which were reflected in the regulatory and legal documentation of recent years. 

Practical significance. The data obtained and systematised in the article can be used by the developers of predictive and planning documents of a strategic nature, as well as members of project teams whose work is related to the formation of forecasts and strategic development plans.

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.