Abstract:

This article examines the governance, equity, and impact of oil-funded educational investments between 2021 and 2024 on educators of the Region 5 (Mahaica-Berbice) of Guyana. Data was gathered from 260 educators in Region 5 using a cross-sectional quantitative descriptive survey design and stratified sampling. Perceptions of governance, equity, and transparency of oil-funded education reforms were assessed using structured questionnaires, and SPSS was used for analysis. Cross-sectional survey results indicate mixed messages—half observing infrastructure upgrades and funding increases, but most worried about the inequitable distribution of resources, the absence of transparent guidelines, and being excluded from the planning process. Just 18% were part of any decision making related to the use of oil revenue in education. A heatmap analysis demonstrated there was a strong consensus that timely funding, increased teacher salaries and more stakeholder inclusion were necessary changes. Although there are visible investments, results reveal a mismatch between national oil revenue strategies and school-level realities. The research finds that without participatory governance, equity-grounded planning and alignment between fiscal inputs and pedagogical mandates, radical aspirations remain out of reach. Suggested mechanisms include stakeholder participation, transparency and equity-based budgeting with the aim of translating oil wealth into sustainable educational development.

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