Abstract
The implemented reforms in the education system of Kazakhstan are focused on modernizing the content of education at all levels and the transition to education for sustainable development. This research analyzed the Kazakhstan's education system with regard to the implementation of the principle of succession in a complex world. It was revealed that the peculiarity of the new programs of general education is associated with the implementation of the principle of spiraling based on the cognitive theory of Jerome Bruner, while the programs of pedagogical universities do not provide systematic training of future teachers to implement the spiral approach in education. On the example of chemistry education, it is established that the study of existing approaches to identifying the essence of continuity in education allows to identify the target interconnected hierarchical system of education. It implies the correspondence of the levels of the general (succession of education), the special (succession in professionally-oriented chemical education), and the specific (succession in chemistry education). The systemic problems in ensuring the principle of succession, especially in school education in Kazakhstan, were revealed. The programs of higher and postgraduate pedagogical education do not take into account the changes in the curriculum of general education. The formation of modern national pedagogical system requires revision of training programs in teacher training universities.