The paper discloses the methodology of training specialists in
evidence-based education development, competent in analyzing educational
data. The ways of institutionalizing the methodological principles of
professional development of data analysis specialists are considered through
educational programs and professional standards. The author characterizes
features of educational programs design of higher and additional vocational
education to train specialists in the evidence-based development of
education. The research problem is related to the emergence of new labor
functions of professionals’ education in educational practice with the
digitalization of education, the accumulation of digital traces of school
students, and the development of digital data analytics services. At the same
time, there are no specialized programs for professional development. New
job functions are not regulated in professional standards, and
complementarity in professional development requirements between the
national and European qualifications are not established. Consequently, it is
necessary to develop a structure of competencies for professional activities
of educational data analysis. Further, according to the developed structure
and profiles of competencies, it is necessary to develop specialized
educational programs for training data-experts in education. The author
posed two issues: (1) what is the structure of the competence of data-experts
in education; and (2) what is the methodology for designing educational
programs for training data-experts. The research result is the development
of the structure of data-expert competencies and methodology for training
data-experts. The research contribution to science is associated with the
development of data science and additional education theory (methodology
for training data-experts).
