At the bottom and top of the educational system: Spatial patterns of highest educational attainment based on the Hungarian census of 2022

András Béres; Éva Máté; Helga Andl

doi:10.18778/1231-1952.32.2.10

Authors

András Béres University of Pecs https://orcid.org/0009-0009-2404-3287
Éva Máté Institute of Geography and Earth Sciences, Faculty of Sciences, University of Pécs,Ifjúság street 6, Pécs, Hungary https://orcid.org/0000-0003-1013-8962
Helga Andl Institute of Educational Sciences, Faculty of Humanities and Social Sciences, University of Pécs, Ifjúság street 6, Pécs, Hungary https://orcid.org/0009-0008-7778-3708

DOI:

https://doi.org/10.18778/1231-1952.32.2.10

Keywords:

educational attainment, spatial inequality, Hot Spot analysis, Hungarian census, geography of education, spatial statistics

Abstract

This study examines the spatial patterns of educational attainment in Hungary using settlement-level data from the 2022 census, focusing on individuals with at most lower secondary (ISCED 0–2) and tertiary education (ISCED 5–8). A two-stage analysis – bivariate choropleth map-ping and Optimised Hot Spot Analysis – revealed pronounced regional inequalities. A comparison of the 2011 and 2022 census data shows a nationwide decline in low attainment and growth in tertiary education, especially in urban areas. However, peripheral regions remain disadvantaged. These findings highlight the uneven spatial effects of educational expansion, reinforcing the need for territorial-specific education and development policies.

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