The relevance of the problem lies in the need for providing civil engineering educational institutions with minor and major subject teachers within the context of the scientific and educational cluster. Teachers of these organizations are graduates of pedagogical or technical universities. The disadvantages in organizing the work of students in the former are the lack of industry competencies, and in the latter, pedagogical ones. There is some experience in the training of such teachers within the framework of the specialty vocational training (by industry). However, there is no data on their continuous training within the framework of the scientific and educational cluster.The objective of this article is to develop a lifelong teacher's training framework for construction vocational school teachers. The methodological basis of the training lies in principles of continuity and flexibility. The following continuity components are considered: objective, substantial, technological, psychological and managerial. Rapid adaptation of curricula is achieved by their flexibility. The article analyses ten bachelor's, four master's and one doctoral (PhD in Education) degrees curricula. The following techniques of research are applied: didactic analysis and generalization of pedagogical experience; analysis of Federal State Educational Standards (FSES) of educational and technical programs and professional standards (PS). They allow the continuity-oriented design of teachers' training curricula at all degrees, i.e. bachelor, master, doctoral. The stages of flexible learning content designing are developed. The system of continuous training of teachers, composed of continual educational programs for undergraduate, graduate and doctorate degrees is given. The article may be useful for the teacher's continuous training in technical institutions.

educational standard, professional standard, vocational education, continual education