Vietnam’s two-tier local government model increases commune-level responsibilities and accountability in education and training governance. As education data, population data, and digital platforms become increasingly interconnected, the quality of advisory work depends not only on access to data but also on the capacity to identify problems, assess data quality, interpret evidence, align options with legal requirements, select feasible courses of action, and monitor impacts. This study employs a structured integrative review of 35 core sources updated through 12 August 2026. Within the searched and selected literature, studies on data use in education focus mainly on teachers and school principals, while a smaller body of public-sector research examines civil servants’ data competencies. However, no study was involved in directly developing and empirically validating a data-informed decision-making competency framework specifically for commune-level civil servants providing education and training advice within Vietnam’s administrative and legal context. The article distinguishes data literacy, data-informed decision-making, and data governance; critically compares existing frameworks; thereby, proposes a seven-component competency framework synthesized and adapted to the commune-level public-service context, together with a three-level management model covering the individual, the public-service decision-making process, and the organizational ecosystem. The proposed framework and model are conceptual constructions requiring further empirical validation and should not be regarded as empirically established structures. The findings may provide an initial conceptual basis for scale development, empirical assessment, and the design of capacity-building programs for commune-level civil servants.