Person:
Ninan, Elizabeth

Global Practice on Education, The World Bank
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Author Name Variants
Ninan, Elizabeth, Ninan Dulvy, Elizabeth
Fields of Specialization
Education policy, Skills development
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ORCID
0000-0002-7886-658X
Departments
Global Practice on Education, The World Bank
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Last updated: January 31, 2023
Biography
Elizabeth Ninan (Dulvy) is a senior education specialist in the World Bank’s Education Global Practice and has 20 years of experience working on issues related to human development in several countries, particularly in Africa. She has led World Bank projects, studies, and policy dialogue in basic education, secondary education, and skills development in India, Rwanda, South Africa, Sri Lanka, Sudan, and Uganda. Before joining the World Bank, she was co-director of the Joint Economics AIDS and Poverty Programme in South Africa, which sought to build the capacity of historically disadvantaged individuals and higher education institutions to deliver high-quality research for policy makers in health and social development. She holds a master’s degree in development planning from Wits University in Johannesburg and dual master’s degrees in public policy and quantitative methods from Columbia University.

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    Facing Forward: Schooling for Learning in Africa
    (Washington, DC: World Bank, 2018-09) Bashir, Sajitha; Lockheed, Marlaine; Ninan, Elizabeth; Tan, Jee-Peng
    This book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education. The book examines four areas to help countries better align their systems to improve learning: completing the unfinished agenda of reaching universal basic education with quality; ensuring effective management and support of teachers; targeting spending priorities and budget processes on improving quality; and closing the institutional capacity gap. It concludes with an assessment of how future educational progress may be affected by projected fertility rates and economic growth. The primary audience for this book are policy makers in Africa, practitioners, and partners concerned about building the knowledge capital of sub-Saharan Africa.
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    Uganda Note: School Facilities and Challenges in Construction
    (World Bank, Washington, DC, 2016-03-01) Mathe, Sriram Bhagut; Wodon, Quentin; Nasir, Omer; Tsimpo, Clarence; Mulindwa, Innocent; Ninan, Elizabeth
    Uganda suffers from substantial school infrastructuregaps, which need to be addressed to better serve the student population. Due to ambitious goals for the education system and rapid population growth, the number of children in primary and secondary school isexpected to nearly double overall by 2025 versus the size of the education system a dozen years earlier. This dramatic expansion will require building new schools apart from improving/expanding existing ones.This note focuses on two topics related to schoolinfrastructure and construction. The first part of the note provides a rapid diagnostic of the state of school infrastructure today in Uganda. The second part of the note discusses implementation challenges in school construction by looking at the lessons that can be learned from the experience of the Universal Post Primary Education and Training (UPPET) Adaptable ProgramLending 1 (APL 1) Project, in terms of the selection of the schools for investments and design as well as procurement challenges, costs and delays.
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    Uganda Note: Levels and Efficiency of Spending for Education
    (Washington, DC: World Bank, 2016-03-01) Mulindwa, Innocent; Wodon, Quentin; Rakotomalala, Mamy; Ninan, Elizabeth; Tsimpo, Clarence
    Due to population growth and gains in educationattainment, the size of Uganda’s education system isexpected to grow dramatically in the next dozen years inUganda. This will create pressure on scarce budgetresources. In order to accommodate larger cohorts ofstudents and provide an education of quality, gains ininternal efficiency will have to be achieved, but in additionsubstantial additional funding will also be needed.This note discusses issues related to the level andefficiency of spending for education in Uganda. After abrief review of recent enrollment trends and levels ofeducation attainment in the country, data on both publicand private spending for education are provided. One keyfinding is public spending for education has not kept pacewith enrollment. In part as a result, households currentlyshoulder almost two thirds of public and private educationspending in the country. Potential future trends in studentenrollment as well as budget implications are alsodiscussed, suggesting that education spending as a shareof GDP may need to increase substantially to achieveuniversal upper secondary completion