Left Behind: Why Millions Turn to Low-Fee Private Schools

On paper, public education is free and available to everyone. But is it really serving the children who need it most? 

Across many low- and middle-income countries, public systems, while designed as universal, often fail the most vulnerable, especially children in rural areas or overcrowded urban slums. Most low-income communities have either no public schools or overcrowded ones which makes teaching and learning highly ineffective. This has created deep inequalities where millions of families are caught in the middle and struggling to find reliable schooling with few viable options. 

This is where Low-Fee Private Schools (LFPS) come in. Far from being elite institutions, LFPS fill a crucial gap. The real question is: who do they serve? 

Critics argue that LFPS fuel inequality, but evidence tells a different story. Rather than catering only to the elite, LFPS are providing education for the “middle poor”, families in the 2nd, 3rd, and 4th socioeconomic quintiles (SES). For Ghana, this means a household that has an average annual income of GHS 21,817 – GHS 35,495.These are not the wealthiest households, nor the very poorest, but the millions of families caught in between who cannot access reliable public schooling yet still make sacrifices to keep their children in school. 

What does the Data say about LFPS Affordability? 

In Ghana, household survey data reveals a stark divide. Families in the lowest quintile survive on less than $1 a day per person, while the highest quintile earns nearly 50 times more. Unsurprisingly, the very poorest (Q1) struggle to afford any form of private education. But the data also shows that households in quintiles 2–4 consistently allocate around 6% of their income to education aligning with what LFPS actually charge. 

Analysis of over 2,300 LFPS in Ghana and Kenya confirms this affordability. 

• 94% of schools in Kenya and 89% in Ghana fall within the affordability threshold for households in SES Quintile 3. 

• 84% in Kenya and 77% in Ghana are even affordable for households in SES Quintile 2. 

This means LFPS are not a luxury but rather a lifeline for families who would otherwise face limited or no quality public options. 

Low- and lower-middle-income countries together face a $97 billion annual gap to achieve SDG 4 by 2030, with Sub-Saharan Africa accounting for the largest share of that gap, roughly $70 billion per year[1]. Add to this the need for 44 million new teachers by 2030[2], one-third in Africa, and the pressure on governments becomes overwhelming.

In this context, LFPS are stepping in where the state cannot keep pace. They do not replace government, nor should they. But they do ensure that children in underserved communities are not left waiting indefinitely for a state-funded solution.

Importantly, LFPS are not the solution for the very poorest (Q1). That responsibility must lie with governments and public financing. But for Q2–Q4 families, LFPS are currently serving as a bridge that keeps education within reach.

IDP Foundation’s over 15 years of experience in Ghana and Kenya confirms that while LFPS rarely reach the poorest quintile, they play a critical role in serving millions of children who might otherwise fall through the cracks. We are calling on other stakeholders working with LFPS to replicate this methodology in their own countries. By pooling evidence across regions, we can create a clearer, data-driven picture of LFPS’ role in bridging education gaps.

Because in the end, equity in education isn’t about averages. It’s about ensuring quality education for all children, in all settings, now.

[1] Based on a UNESCO Publication. https://www.unesco.org/sdg4education2030/en/education-financing

[2] The 2024 UNESCO Global Report on Teachers. https://unesdoc.unesco.org/ark:/48223/pf0000388832