Programme Ownership & Delivery

• Own technology programmes end-to-end, from problem definition and design through deployment, monitoring, and iteration.

• Translate educational and operational needs into clear, implementable technology solutions.

• Develop and manage programme plans, timelines, dependencies, and risks.

• Ensure pilots transition into stable, scalable deployments where appropriate.

Requirements, Design & Vendor Management

• Lead the development of high-quality BRDs/FRDs, user journeys, acceptance criteria, and test cases.

• Manage vendors and partners with clarity and structure, ensuring alignment on scope, quality, and timelines.

• Lead structured UAT processes and ensure issues are identified and resolved early.

• Maintain strong documentation and decision logs to support continuity and scale.

Systems Thinking in Constrained Contexts

• Design solutions suited to:

  • Low or intermittent internet connectivity

  • Shared devices and labs

  • Limited on-ground technical support

  • Diverse school contexts (urban, peri-urban, rural, and remote)

• Make thoughtful trade-offs, prioritising reliability, usability, and sustainability over idealised solutions.

Data, Insights & Continuous Improvement

• Define success criteria for each programme and identify meaningful indicators of usage and impact.

• Collaborate with data and evaluation teams to interpret insights and translate findings into programme improvements.

• Support evidence-based decision-making for scaling, redesigning, or discontinuing initiatives.

AI & Emerging Technology (Where Relevant)

• Assess the feasibility, value, and risks of AI-enabled tools (e.g., LLM-based systems, analytics, and automation).

• Support responsible and practical experimentation with AI aligned to TCF’s context and ethical standards.

• Build organisational judgment around AI adoption rather than pursuing novelty.

Cross-Team Collaboration & Capacity Building

• Work closely with academics, training, field teams, research and evaluation teams, and external partners.

• Translate technical concepts into accessible language for non-technical stakeholders.

• Mentor junior team members in structured thinking, documentation, and programme ownership.

• Strong programme ownership and systems thinking, with the ability to make sound decisions and trade-offs
• Experience leading complex, multi-phase technology or operations programmes
• Good understanding of how software systems are built and deployed, enabling effective engagement with technical partners
• Ability to plan, prioritise, and manage risks across multiple concurrent projects
• Ability to use data and evidence to inform decisions and guide programme improvement
• Practical understanding of AI-enabled tools and emerging technologies is a plus
• Strong leadership, collaboration, and mentoring skills
• Clear written and verbal communication skills with technical and non-technical stakeholders
• Ability to work effectively under ambiguity and pressure
• Fluency in English and Urdu (Mandatory)
• Prior experience with education technology platforms or Learning Management Systems (LMS) is preferable

Bachelor’s degree in Computer Science, Information Technology, Software Engineering, or a related technical discipline
Postgraduate qualifications are a plus but not required

6–8 years of strong grounding in product ownership, business analysis, or similar roles involving requirements scoping, user flows and acceptance criteria, and UAT and quality assurance.

Experience managing multi-phase projects or programmes, including deployment and post-launch iteration.

Solid understanding of how software systems are built and deployed (without requiring hands-on coding).

Exposure to AI-enabled systems or technology deployments is desirable.

Prior experience in education, ed-tech, or social impact sectors is highly valued but not mandatory.