The article is devoted to the study of the organization of lifelong learning process as a condition for the individual’s successful career development. The importance of the accession of the Republic of Kazakhstan to the European educational space is determined. Continuity of the education process, today, is one of the basic principles in the educational policy of Kazakhstan. The article presents the characteristics of such concepts as «formal education», «non-formal education», «informal education», according to the special terminology of UNESCO (formal education is a process of acquiring knowledge that takes place in a well-organized and hierarchically ordered context, culminating in the issuance of a state sample; non-formal education, in turn, is characterized by the acquisition of knowledge outside the specialized educational space; informal education is an individual human activity aimed at the cognitive process and does not always have a specific result). The article proves the need to merge formal, non-formal and informal education, which, in turn, makes it possible to prepare a person for life in a rapidly changing environment and ensure full-fledged career development of the individual, preserving his individuality, and satisfying his career and life needs.

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Sustainable development assumes developing resource and energy saving activities that helps to environment and ecology preservation. The paper describes global cases how the energy safety, economic growth and environment could be achieved through right policies. The author indicates on the related issue of ecologic competence and education.

The primary goal of this study was to unveil the key features of research activity in the context of school education and identify the most significant barriers to it. This was to be achieved by conducting a structured survey of 174 teachers. Further interviewing of 10 teachers of the most successful schools in these terms intended to detail the characteristics of research activities in the considered educational institutions. The systematization and generalization of the collected results was the final stage of this analysis. The data obtained in the course of the investigation confirmed the idea that most students should take a special course on introduction to research from their first days at a university. In practice, the research results can be used in the implementation of STEM methods, scientific education, and the involvement of schoolchildren in research activities in the educational programs of most developing countries that have similar problems.   Keywords: entrepreneurial education; research activity; science education; soft skills; STEM; university preparation programs.