The article examines the conceptual foundations of continuous pedagogical education and its promotion in the Republic of Kazakhstan. The authors analyze the organization and management of continuing education, consider the design of a model of continuing pedagogical education, which includes a wide range of issues from the definition of the conceptual content, structure and stages of its functioning to the mechanisms of its implementation. The theoretical and methodological foundations of teacher training in the system of continuing professional education are determined based on the analysis of many sources, including normative legal acts and scientific and methodological literature. The approaches and principles implemented in continuing education, which is a single, holistic and integrated process, are disclosed. The main components of this process are three types of educational activity — formal, informal and informational, designated in modern theory and practice as an "educational triad". The authors present a component-competence model of a teacher in the system of continuing education with the definition of the levels of professional components of activity and, accordingly, the development, at the moment of the study, of the general competencies of teachers. The relevance of this article is due to the results of studying the demand for professionally educated and qualified specialists in modern society, a social order aimed at acquiring competitive competencies by them. The authors thank the Ministry of Education and Science of the Republic of Kazakhstan for the organization and grant support of the project scientific research under the coordination of the National Academy of Education named after Ybray Altynsarin for the development of the system of continuing pedagogical education in the context of Life-Long Learning.

The integration of repatriates in Kazakhstan's society has recently been the subject of much debate in the government, media, and general public. This study explores challenges associated with the social integration (i.e., adaptation) of Kazakh repatriates and provides broad recommendations for how to ameliorate them. The challenges faced by repatriates are now recognized as being highly important to not only the repatriates themselves but also Kazakh society as a whole. In light of Kazakhstan's potential labor shortage, it is in the country's economic interests to attract foreign Kazakhs and Uzbeks who can participate in the labor market. In this situation, national security should be designated a priority. Further, to accommodate a large-scale influx of foreign Kazakhs, the nation must consider what forms of social policy are appropriate to meet the needs of this group. This consideration is necessary because presently, the state can afford only a small quota for resettlement and living expenses.

This article tells about the updated educational program, which gave a breakthrough in the field of education in our country, as an education system in a new format. That is, the article provides a brief description of the types of work performed in this area. In accordance with the research methodology, each historical period of the main mission of general education is described. Further it is told about the principles of Kazakh scientists, which today in the educational process is widely called them the core of this system. In addition, the results of an open questionnaire obtained from secondary school teachers are presented, based on the "Opinions of secondary school teachers on the updated education system" and a diagram is constructed based on the data obtained. The article summarizes the steps that will be taken as a continuation of this program to find their place as learners in the international educational arena.