Private education in Europe: comparing models, funding and socio-economic impacts

Independent public schools, on the other hand, are very few, with a marginal share of less than 1% of students. These establishments receive no public funding and support their activities through fees paid entirely by families, which are often high. In some urban areas, both parity and independent schools are a real option for families seeking smaller environments, more individual attention or international pathways.

In the Nordic countries, the share of students enrolled in public schools is generally smaller, between 5 and 10 per cent, but the sector has special characteristics. In Sweden, Denmark and Finland, public schools are often 'friskolor' facilities, i.e. charter schools financed largely with public funds and subject to stringent regulations. These institutions must comply with national programmes and guarantee results equivalent to those of state schools, but have autonomy in internal management and teaching methods. Families choose these schools mainly for alternative pedagogical approaches, small class sizes or specific programmes, such as bilingual education or technological innovation. Despite its low numerical incidence, the private sector in the Nordic countries plays an important role as a laboratory for pedagogical experimentation, integrating closely with the public system.

In Austria, public schools account for about 13% of the total number of institutions, with 764 out of almost 6,000 schools distributed throughout the country. The share of pupils enrolled varies from 5% in primary schools up to one third in vocational secondary schools. Over the past 30 years, the proportion of pupils in public schools has remained stable, signalling a public system that is considered competitive. Teachers' salaries range between EUR 2,380 and EUR 4,320 net per month, depending on the school grade, seniority and subject taught. Historical public schools, such as the Waldorf schools, do not follow uniform salary scales, but often align themselves to public levels, without standardised collective agreements.

In contrast, the Czech Republic shows a different picture: public schools constitute a limited fraction of the system. Out of approximately 4,300 primary schools, about 250-300 are private, while out of 1,300 secondary schools, about 300 belong to the private sector. The social perception of public schools is on average neutral: only a few elite institutions are distinguished by particularly selective or international programmes. Private teachers receive on average 10% lower salaries than their state colleagues, reducing the professional attractiveness and limiting the expansion of the sector.

The European comparison shows that the function of the private sector can be very different: in Belgium and the Netherlands, it has well-established historical roots and receives significant public funding; in the Nordic countries, public schools are less widespread but often perform experimental functions; in Central and Eastern Europe, such as Austria and the Czech Republic, the private sector emerges as a response to perceived public shortcomings or specific needs of families.

A constant element concerns the link between school performance and socio-economic background. Public school students perform better on average in international tests, but the difference narrows significantly once the social and economic background of the families is taken into account. This indicates that the advantage of private comes largely from the composition of the students rather than from intrinsic educational effectiveness.

The socio-economic implications of these data are significant. In realities with a high share of private education, families with greater economic and cultural capital tend to concentrate their children in private institutions, while state schools take in students with more disadvantaged socio-economic profiles, fuelling potential inequalities of opportunity. The effects are reflected not only on schooling, but also on social mobility and future job opportunities.

Regulation and public financing of the private sector is another key element. In many European countries, public schools receive state subsidies for part of the costs, to ensure equity and broaden the educational offer. In others, funding is limited or subject to specific requirements, making public schools more expensive and less accessible to families with low incomes. In Italy, despite the integration of paritarie schools into the national system, public expenditure dedicated to supporting the sector remains low, directly influencing families' educational choices.

A further difference between countries relates to governance and regulation: in some countries the private sector is heavily regulated but integrated into national curricula; in others there is broad curricular and management autonomy. These differences affect the quality of education provision and the ability of public authorities to monitor results.

*This article is part of the European collaborative journalism project "Pulse"