Large-scale international assessments, such as PIAAC (Programme for the International Assessment of Adult Competencies) or PISA (Programme for International Student Assessment), have heightened interest in the comparative analysis of factors influencing the formation of skills and their change over time. However, such comparison has been hindered by substantial differences in contexts that can only be partially controlled in statistical analysis (e.g., cultural, social, or geographical factors particular to jurisdictions). In this article, we analyze a “natural experiment,” trends in the development of learning outcomes in the Czech and Slovak Republics following the dissolution of the joint state in 1993. The analysis is theoretically based on an age cohort-period framework. We find that in both countries, PISA results are closely related to the future abilities of the particular age cohort (as measured in PIAAC), which supports the thesis that education has a long-lasting effect. Although both countries followed similar trajectories, we find that some noticeable trends can be explained by different policies following dissolution of the joint state.

中文翻译：

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其他方面的平等：比较捷克和斯洛伐克共和国的文化水平

PIAAC（成人能力国际评估计划）或 PISA（国际学生评估计划）等大规模国际评估提高了对影响技能形成及其随时间变化的因素的比较分析的兴趣。然而，这种比较受到背景的巨大差异的阻碍，而这些差异只能在统计分析中得到部分控制（例如，司法管辖区特有的文化、社会或地理因素）。在本文中，我们分析了一个“自然实验”，即 1993 年联合国家解体后捷克和斯洛伐克共和国学习成果的发展趋势。该分析在理论上基于一个年龄段的框架。我们发现，在这两个国家，PISA 结果与特定年龄组的未来能力（以 PIAAC 衡量）密切相关，这支持了教育具有长期影响的论点。尽管两国的发展轨迹相似，但我们发现一些明显的趋势可以用联合国家解体后的不同政策来解释。