About LIFI
At Learning Initiatives For India (LIFI), we work with children whose education has been interrupted
by migration, poverty and other realities that too often push learning out of reach. Through
Community Teacher Leaders (CTLs), government partnerships and community-led learning
spaces, we’re building a sustainable ecosystem for Children Experiencing Education Discontinuity
(CEED).

Our vision is simple yet powerful: पढ़ेगा हर बच्चा, बढ़ेगा हर बच्चा.

As LIFI enters its next phase of growth, we’re looking for a leader who has already spent a few
years managing education programs and is ready for a bigger challenge – someone who wants to
nurture people, strengthen systems, and build programs that create lasting change across multiple
states.

What We Need From You:
The Program Associate will lead LIFI’s program work in Delhi, working closely with CTLs
(Community Teacher Leaders), the Government Associate and the wider Program, Curriculum and
Operations teams to deliver high-quality programs and create meaningful learning outcomes for
3,500+ children across 6 Delhi MCD schools and 2 CYRCs.

The role will be responsible for translating LIFI’s program vision and plans into strong
implementation on the ground, building the capacity of the team, managing key government and
external partnerships, and using data and field insights to continuously improve program quality
and outcomes.

What You will Do:

1. Delhi Program Quality & Delivery
Outcome: High-quality, well-coordinated programs are consistently delivered across 6 Delhi MCD
schools and 2 CYRCs, contributing to improved learning and continuity outcomes for 3,500+
children.
Key responsibilities:
● Lead and anchor LIFI’s program work across Delhi, with overall responsibility for the quality
and effectiveness of program implementation.
● Work closely with CTLs and the Government Associate to translate the Annual
Implementation Plan into clear monthly and weekly priorities.
● Ensure that program activities, sessions, trainings and events are implemented as planned
and with the expected quality.
● Build systems and structures that enable smooth coordination, clear ownership and
consistent program delivery across sites.
● Conduct regular field visits to understand implementation, support the team and identify
opportunities for improvement.
● Work closely with the Curriculum Team to ensure that curriculum and pedagogy are
effectively translated into practice.
● Ensure alignment of Delhi’s program priorities with other regions, Program Associates,
Co-Associates and collaborators through regular reviews and check-ins.
● Identify implementation challenges early, take corrective action and ensure timely
follow-through.
● Co-lead and co-anchor the expansion of LIFI’s programs in Delhi, ensuring that growth is
accompanied by strong systems and program quality.
Success looks like:
● Programs across all 6 MCD schools and 2 CYRCs are implemented consistently and in line
with agreed annual and monthly goals.
● CTLs and the Government Associate have clear priorities, ownership and accountability for
program delivery.
● Children experience consistent, high-quality learning opportunities across program sites.
● Field-level challenges are identified early and resolved through timely action.
● Program growth and expansion happen without compromising the quality of
implementation.
● There is visible progress towards improved learning and continuity outcomes for 3,500+
children.

2. Government & External Partnerships
Outcome: Government and external partnerships in Delhi enable smooth implementation, clear
accountability and stronger outcomes for children.
Key responsibilities:
● Build and maintain strong working relationships with Delhi MCD and other relevant
government stakeholders.
● Secure and maintain the permissions, approvals and documentation required for program
implementation.
● Ensure timely submission of reports and other requirements to government stakeholders.
● Liaise with relevant government stakeholders across Delhi and Haryana, wherever required
for program implementation.
● Manage coordination with external partners such as Tan 90, Bhabook Foundation and other
partners as assigned.
● Translate partnership commitments into clear deliverables, timelines and responsibilities for
all stakeholders.
● Ensure that partner-supported activities are implemented as agreed and that
teachers/CTLs understand partner expectations.
● Track partnership deliverables and proactively address delays, gaps or quality concerns.
● Work with partners and internal teams to ensure that partnership efforts ultimately
contribute to improved learning outcomes for children.
Success looks like:
● Government permissions, approvals and reporting requirements are completed on time.
● Partners are clear about their deliverables, timelines and expected outcomes.
● Partnership commitments translate into consistent implementation on the ground.
● Gaps in partner delivery are identified early and resolved proactively.
● Partner-supported interventions demonstrate a clear link to improved program quality and
children’s learning.

3. Capacity Building of CTLs and Government Associate (Delhi Team)
Outcome: CTLs and the Government Associate have the knowledge, skills, confidence and
ongoing support required to independently deliver high-quality programs and continuously improve
their practice.
Key responsibilities:
● Design and facilitate relevant, practical and contextualised training for CTLs and the
Government Associate.
● Be part of the Training and Facilitation Committee and contribute to the planning and
design of training journeys in coordination with other Program Associates, Co-Associates
and the Curriculum Team.
● Regularly assess the learning and support needs of CTLs and the Government Associate
through field observations, check-ins, data and feedback.
● Adapt training content, facilitation approaches and ongoing support based on emerging
needs and contextual realities.
● Provide continuous coaching, feedback and problem-solving support beyond formal training
sessions.
● Identify common capability gaps across CTLs and work with relevant teams to address
them systematically.
● Document and share learnings from trainings and field support to strengthen LIFI’s overall
capacity-building approach.
Success looks like:
● CTLs and the Government Associate demonstrate improved knowledge, skills and
confidence in their roles.
● Training is relevant to the actual challenges and contexts faced by CTLs and translates into
improved practice on the ground.
● Capability gaps are identified early and addressed through targeted training, coaching or
contextual support.
● CTLs increasingly demonstrate independence in planning and delivering sessions, using
assessments and responding to children’s learning needs.
● Training and facilitation approaches continuously evolve based on feedback, field
observations and evidence of learning.
● There is a clear link between capacity-building efforts and improvements in program quality
and children’s learning outcomes.

4. Library Program Ownership
Outcome: LIFI’s library program is implemented consistently across Delhi and other regions where
LIFI is working and contributes meaningfully to children’s reading and learning experiences.
Key responsibilities:
● Anchor coordination with external knowledge and capacity building partners for
library-related training and implementation requirements across schools, CYRCs and Maati
Paathshalas.
● Work with Program Associates, Co-Associates and the Library Committee to co-design and
strengthen the library curriculum framework across regions.
● Identify implementation gaps and learning needs emerging from the field and feed these
into the library program design.
● Design and facilitate library-related trainings for CTLs and other relevant team members.
● Support teams to translate library training into effective practice on the ground.
● Track implementation quality and use field insights to strengthen the library program.
Success looks like:
● Library programming is implemented consistently across relevant Delhi sites and other
regions (ensure that other Program Associates are well in sync with the library program).
● CTLs and teachers are confident and capable of implementing the agreed library approach.
● Library training translates into stronger classroom/library practices rather than remaining
training-only.
● Field learning continuously informs improvements to the library curriculum and approach.

5. Monitoring, Evaluation, Learning & Reporting
Outcome: Delhi program decisions are informed by reliable data, regular reflection and evidence
from the ground.
Key responsibilities:
● Ensure timely and accurate collection and reporting of program data.
● Maintain regular program dashboards and data reports.
● Prepare monthly M&E reports that combine data, observations, challenges, reflections and
key actions.
● Identify trends, gaps and emerging concerns through program data and field observations.
● Work with relevant team members to translate insights into specific actions for program
improvement.
● Track whether agreed actions are implemented and whether they lead to improvement.
Success looks like:
● Program data is accurate, timely and available for decision-making.
● Monthly reviews go beyond reporting numbers and surface meaningful insights.
● Program gaps are identified early and acted upon.
● Decisions and improvements are clearly linked to evidence from data and field experience.
Who we’re looking for
The Program Associate is expected to demonstrate:
● Ownership: Takes responsibility for program outcomes, not just completion of assigned
tasks.
● Execution: Converts plans into consistent, high-quality implementation on the ground.
● People Development: Builds the capability, confidence and independence of CTLs and the
Government Associate.
● Child-Centricity: Keeps children’s learning, participation and continuity at the centre of
program decisions.
● Collaboration: Works effectively across Program, Curriculum, Library, M&E and
Partnerships teams.
● Problem Solving: Identifies challenges early, takes initiative and follows through until
resolution.
● Learning Orientation: Uses data, field observations and feedback to continuously improve
programs.
● Accountability: Follows through on commitments and holds self, team members and
partners accountable for agreed outcomes.
● Adaptability: Responds thoughtfully to changing ground realities while staying anchored to
program goals.
The larger expectationAt its core, this role is about leading the Delhi program to create a meaningful impact for
3,500+ children. The Program Associate should therefore be able to move fluidly between
strategy and execution, people development and field support, partnerships and program
quality, while keeping the central question in focus:

Are our children learning, participating and continuing their education better because of the
work we are doing?

Why join LIFI?
● Lead meaningful education work that reaches children experiencing education discontinuity.
● Shape programs across multiple states.
● We value continuous learning through dedicated professional development opportunities
● Build people, systems and future leaders.
● Work closely with a collaborative leadership team that values learning, ownership and
purpose.
● Grow into a larger organisational leadership role as LIFI expands.

How to Apply
○ Please complete the online application form and upload your CV through the same
link provided.
○ Applications sent by email will not be considered