Paper short abstract:

This paper intends to discuss the methodology to be adopted regarding the collection and analysis of data within a current doctoral research on Guinea-Bissau, aiming to evaluate the impact and effects of the PASEG which was promoted by Portuguese aid in local schools in Guinea-Bissau.

Paper long abstract:

Educational systems, particularly in peripheral or semi-peripheral countries, such as in the African context are prone to the influence of international organizations. These condition educational systems by promoting their convergence at the global level.

This paper intends to discuss the methodology to be adopted regarding the collection and analysis of data within a current doctoral research on Guinea-Bissau, aiming to evaluate the impact and effects of the PASEG which was promoted by Portuguese aid in local schools in Guinea-Bissau.

The methodology selected is quanti-qualitative, using a case-study approach. Drawing on Stake (2006) comprehensive paradigm, the investigation will use the respondent model and will be organized in two different phases leading to three empirical studies in order to obtain both a more general view and a more focused one concerning the impact and effects of PASEG.

PASEG seems to present a set of very specific features: has its origins in a semi-peripheral country; the emphasis of the intervention is laid on curricular decision at micro level; a significant number of expatriates are involved in the implementation; Guinea-Bissau is presented as a fragility context and investigation concerning Portuguese aid is scarce. All this appears as an additional interest to the research project. On the other side, preliminary data show that PASEG has exerted an influence on the three curricular decision levels, with special relevance to the meso and micro levels, stressing quality in detriment of quantity due, inter alia, to the dimension of the educational system.