The thesis deals with the research of education expert training in German-speaking countries of the European Union. The research reveals the essence of such terms as "assessment", "assessment in education", "expert", "educational expert" and the comparative analysis of the terms is carried out in the Ukrainian- and German-speaking scientific fields. The educational expert requirements are identified (communication competence, methodological and methodical literacy, high level of professional competence, practical experience and appropriate personal qualities) as well as the types of tasks they fulfill (diagnostics, classification, forecasting, planning and management). The problem of education expert training in pedagogical theory is analysed and it is identified that the experts training has to be based on the competence, constructivist and andragogical approaches. Domestic scholars propose to train experts on education: a) on the basis of institutes of postgraduate pedagogical education in the form of advanced training courses; b) during one-time educational seminars, which do not have a tight institutional link. In Germany and Austria, the training of experts on education is carried out on the basis of: a) Master's educational programmes (together with Switzerland) or educational programmes for obtaining a certificate of advanced training in universities and pedagogical institutes as additional professional education; b) a system of seminars, workshops, conferences, which are regularly held by the institutions that support the development of education. In Liechtenstein and Luxembourg, education experts are not trained. The expert assessment in education in the German-speaking countries of the European Union was characterized. It is also noted that in all German-speaking countries of the European Union assessment is an important tool that provides for the quality of education. The organisational and methodical principles of education expert training were researched, that is qualification aims, educational programmes, the content, forms and methods of experts training in German-speaking countries of the European Union were characterized. It is stated that experts training in those countries is carried out in the fields of general secondary and higher education and implies gaining skills and knowledge in the area of development of an educational institution, its staff, the process of education, assessment and quality as well as acquiring the empirical methods of research and consulting. One of the methods of expert assessment is empirical research. Such training suggests gaining knowledge and skills as for researching educational institutions, educational process, professional and media education, as well as informal types of education, educational inequalities, such aspects as migration and education, and the return to education. In the field of pre-school, vocational and post-graduate education of the German-speaking countries expert assessment is carried out without special expert training. The research has identified that the main forms of expert training are lectures, seminars, research workshops, colloquiums and fieldwork, and the methods aimed at androgogical principles realisation, that is brainstorming sessions, interviews with experts, the analysis of video recordings of personal real-life cases, the portfolio method, the method of specific situation. The educational experts training in Ukraine is researched, and it is identified that such systematic training is not carried out in the country. The ways of adopting in Ukraine the experience of education expert training in German-speaking countries of the European Union are identified at the following levels: international, national and institutional.
