Our partners at CapPlus completed a review of the IDPRSP, focusing on our strong partnership with Sinapi Aba and evaluating whether the program demonstrates that commercial financial institutions can sustainably lend to low-fee private schools. The review found five key indicators of success:

• A strong partnership between Sinapi Aba and IDPF
• The proprietor training has been well-received and sought out by LFPS proprietors
• A productive/reasonable relationship with the Ghanaian government
• A lending model that combines the distribution of loans with training
• The program is financially viable and is sustainable even with the added expense of training

After expanding the IDPRSP to over 500 schools, IDPF commissioned Results for Development (R4D) to measure the impact of the program and understand the broader needs of low-fee private schools throughout Ghana. The report, “Understanding Household and School Proprietor Needs in Low-Fee Private Schools in Ghana,” contributes to the discourse on low-fee private schools by analyzing: (1) the priorities, motivations, and strategies of low-fee private school proprietors, (2) school profitability and sustainability, and (3) affordability.

The report was conducted in partnership with Consumer Insight Consult Africa and assessed data from 150 low-fee private schools, including 110 schools from the IDPRSP and nearly 2,000 households.

Some key findings are:

• Low-fee private schools demonstrate impressive resilience despite the challenges they face
• Teacher quality in low-fee private schools is a priority for parents and school proprietors
• Low-fee private schools often do not reach the lowest-income households
• The IDPRSP interventions have enabled low-fee private school proprietors to acquire more business acumen and expand their schools

The study concludes by providing recommendations that offer guidance for how education stakeholders can support the provision of high-quality education by LFPS.

During the three-year pilot phase that included 120 low-fee private schools that were initially scouted, we commissioned an independent evaluation by the Educational Assessment and Research Centre (EARC), a local research firm with extensive experience in conducting analytical research activities. The goal of the study was to assess any significant changes the participating schools experienced. The study was completed through quantitative and qualitative surveys, including focus groups consisting of proprietors, parents and teachers.

The results show how the IDPRSP training contributed to an increase in teacher salaries, a nearly doubling of school profits, and an increase in school accountability efforts, including greater participation of parents, the formation of School Management Committees, and registration with Ghana Education Services.