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Harun Jackson Magosho

Senior Lecturer

School of Education

Educational Foundations, Management and Lifelong Learning

Biography

Dr. Harun J. Magosho is a Senior Lecturer in Philosophy, International, Cross-Cultural and Comparative Education in the School of Education at the University of Dar es Salaam, Tanzania. He holds a Doctor of Philosophy (PhD) in Education with a specialization in International and Comparative Education from East China Normal University (2015), one of China’s leading institutions in education research. Prior to his doctoral studies, he earned a Master of Arts in Education (2010) and a Bachelor of Education in Arts with First Class Honours (2008) from the University of Dar es Salaam. His academic foundation also includes exemplary performance at secondary level, having received multiple certificates of distinction throughout his studies.

 

Dr. Magosho has been a faculty member at the University of Dar es Salaam since 2009, progressing from Tutorial Assistant to Assistant Lecturer and, since 2015, to Lecturer. In addition to his teaching and supervision duties, he has held key administrative roles including Coordinator of Undergraduate Studies for the School of Education (2019–2021) and Examinations Officer (2017–2019). He has successfully supervised numerous postgraduate students (both Master’s and PhD) and serves as an internal and external examiner for several institutions, including the National Institute of Transport. His service extends beyond the university: he has been repeatedly invited by the Tanzania Institute of Education (TIE) and the National Examination Council of Tanzania (NECTA) to review curricula, textbooks, and examination materials. 

 

Dr. Magosho’s recent research appears in high‑impact international journals. His co‑authored study, “Power, marginalization, and school re-entry for teenage mothers in Tanzania. International Journal of Adolescence and Youth, 31(1). https://doi.org/10.1080/02673843.2026.2666631). Another recent publication, “Common sets of perplexing work experiences amongst early‑career academics in higher learning institutions in Tanzania” (Journal of Further and Higher Education, 2025, DOI: 10.1080/02660830.2025.2605743), re‑examines the persistent challenges facing junior faculty, offering comparative insights from the Tanzanian higher education context. Through these and other works, Dr. Magosho continues to contribute to evidence‑based policy dialogue on teacher development, educational quality, and institutional reform in Tanzania and beyond.

Research Interest

Dr. Harun Jackson Magosho’s research interests lie at the intersection of educational leadership, comparative policy analysis, and the professional lives of educators. He is particularly concerned with understanding how early‑career academics navigate their roles in resource‑constrained higher education systems, and how structured support, mentoring, and institutional cultures can improve their retention and productivity. His work in international and comparative education draws on theoretical frameworks from both Global North and South contexts, allowing him to critically evaluate the transferability of educational policies and practices across different cultural settings.

 

A second strand of his research focuses on quality assurance in basic and secondary education, including the roles of school inspection, teacher discipline, and collaborative professional development. He has investigated how non‑monetary benefits, recruitment practices, and school leadership influence teacher commitment and student learning outcomes.  He also maintains an active interest in doctoral education, curriculum reform, and the philosophy of education, particularly as these relate to equity, inclusion, and the preparation of socially responsive teachers. Through ongoing field‑based studies and national policy consultations, he aims to bridge the gap between academic research and practical improvements in Tanzania’s education sector.

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Projects

Publications

  • Magosho, H., Kaduma, I., & Magosho, M. (2026). Power, marginalization, and school re-entry for teenage mothers in Tanzania. International Journal of Adolescence and Youth, 31(1).  https://doi.org/10.1080/02673843.2026.2666631
  • Magosho, M., Magosho, H., & Nzyela, T. (2025). How significant is complementary basic education to beneficiaries’ livelihoods: evidence from Tanzanian context. Studies in the Education of Adults, 1–16. https://doi.org/10.1080/02660830.2025.2605743
  • Magosho, H., & Hassan, Z. (2025). Quality Assurance Practices and Their Implications on the Teaching and Learning Experiences in Secondary Schools in Mbozi District, Tanzania. International Journal of Educational Reform, 0(0). DOI:org/10.1177/10567879251378102.
  • Mugisha, G., Komba, A & Magosho, H. (2023). Collaborative Practices as a Teacher Professional Development Pathway: A study of selected Secondary Schools in Tanzania. Papers in Education and Development, 41 (2)
  • Magosho, H. (2021). Common Sets of Perplexing Work Experiences Amongst Early-Career Academics in Higher Learning Instituions in Tanzania. Journal of Education, Humanities and Sciences, 10 (1), 22-37.
  • Kayombo, J., Magosho, H., & Mfaume, H. (2020). A Critical Analysis of the State of Doctoral Education in Tanzania. DECA, 120-140.
  • Magosho, H. (2019). The desire of young scholars to enter academia today in selected Universities in Tanzania. Papers in Education and Development, 37 (1), 141-162.
  • Magosho, H. (2015, May 16). Wonderful Island, Beautiful Ancient City. Global Magazine, 80-84.