Basic Primary Education Research Articles

The Impact of Physical and Human Capital Development on Economic Growth in Developing and Developed Countries: A Comparative Panel Data Approach

This research used panel data of 74 developing and 47 developed countries over the period of seven years (2005 -2011) to investigate and compare the impacts of physical and human capital development on economic growth in these two regions. The results from fixed effects method employed revealed that physical capital such as investment proxy by gross fixed capital formation is not positively and significantly contributing to economic growth in developing regions until investment from other sources such as FDI and other growth determinants were taken into account. The reverse is the case for developed countries with this had positive and significant effect on GDP in almost all the model specifications. Infrastructure and innovation technology prove positive and significant in developing countries while they were not significant in developed countries which may be due to catching up effect through technology externalities and knowledge spillover. Human capital contributes to GDP in developed region through investment flow in primary and tertiary education. However, the result further showed that developing countries have neglected basic primary and secondary education with focus on tertiary education which may lack quality to contribute to GDP due to poor foundation as a result of poor attention to primary and secondary education.

El ciclo de lectura: estrategia para potenciar a niños no lectores

Propósito: aprender a leer y escribir es un proceso que comienza tempranamente en la vida infantil, a través del uso de conductas de lectura y escritura genuinas en el contexto familiar y en los centros educativos. El propósito de esta experiencia fue mejorar la calidad de la lectura de los niños no lectores de primero básico. Tema: el programa "Aprendizaje Inicial de la Lectura, Escritura y Matemática" de la Pontificia Universidad Católica de Chile (AILEM UC), se compone de una serie de estrategias que permiten potenciar este aprendizaje a través de una serie de estrategias de lectura y escritura. Ha sido implementado en diferentes escuelas del país a partir del año 2002 (Swartz, 2010). Desarrollo: se presenta una experiencia exitosa realizada en Chile, en la ciudad de La Serena, utilizando el "Ciclo de lectura", una de las estrategias del programa AILEM, con un grupo de niños de primer año básico que presentaban retraso en el aprendizaje de la lectura. Conclusiones: con el trabajo realizado durante dos meses en forma sistemática por las asesoras, aplicando dicha estrategia, se logró que el grupo de niños no lectores o con retraso en la lectura leyera, a final de año, al menos silábicamente.

El deporte y la educación física escolar en Medellín

<p>El presente escrito es producto de investigación 1 . Pretendió identificar y describir la situación actual del deporte y la educación física escolar en el municipio de Medellín a partir de las apreciaciones de los docentes que atienden la educación básica primaria en el municipio de Medellín, para lo cual empleó el enfoque cuantitativo desde un estudio no experimental descriptivo, donde participaron 140 docentes de instituciones educativas públicas y privadas del Municipio de Medellín. Los principales aportes están en el contexto de las instituciones educativas y el deporte formativo, definiendo rutas de mejora para ambos escenarios desde dimensiones complementarias en políticas, infraestructura, formación pedagógica y disciplinar permanente para los profesionales que atiendan el área y sus acciones extraescolares. Llama la atención, que solo un 26,4 % de los docentes que atienden el área en Primaria tienen formación específica en Educación Física, Recreación y Deporte, ninguno de los docentes participantes tiene título de doctor, solo un 26,4 % de los docentes de Básica Primaria tienen dedicación exclusiva a Educación Física, recreación y deporte, entre otras conclusiones. Se genera así una ruta para el desarrollo pedagógico y disciplinar de los profesores de Educación Física, Recreación y Deporte de Básica Primaria que debe ser atendida desde el diseño de políticas públicas, el acceso a niveles de formación posgradual y la conformación de programas de formación pedagógica y disciplinar permanente en alianza desde la Secretaría de Educación y las Universidades de la Región en Antioquia y Colombia.</p>

Towards Equitable Quality Basic Education in Uganda: Insights from Uwezo Learning Assessment Data

The main rationale for the Education for All (EFA) movement and the Millennium Development Goal of achieving Universal Primary Education (UPE) by the year 2015 were premised on the belief that education is a channel of development. Provision of basic primary education for all was and is still regarded as critical in poverty reduction and as a tool to address inequality in society. This paper embraces an outcomes analysis of education attainments in Uganda to examine the strengths and weaknesses of EFA towards narrowing inequality and inequity gaps in the provision of basic education in Uganda. The paper draws from an analysis of data of Uwezo - an initiative that tracks learning outcomes of children aged 6-16 across East Africa (Uganda, Kenya and Tanzania). In Uganda, large scale assessment of learning outcomes has been undertaken since 2011 at household level across 80 districts in the country using primary two literacy and numeracy tasks. In this paper an analysis of the 2013 Uwezo Uganda dataset is undertaken to establish learning outcomes at national and regional level. Drawing from the fi ndings of the analysis, the paper argues that EFA, in its current form, is far from serving as a catalyst for an equalized society. The fact that three out of every ten children in Primary Seven in Uganda are unable to read and do basic numeracy of Primary Two standard indicates that a number of children exit primary education without having ever attained the basic competences, let alone skills to meaningfully contribute to personal, community and national development. There are also major differences in the quality of education and learning outcomes attained across regions and socio-economic groups within the country. As the global community moves to embrace new sustainable development goals on education, the fi ndings of Uwezo assessment seem to imply that a ‘one-size-fi ts all’ education agenda, without a focus on what children learn in varied contexts, would be inadequate.

La enseñanza de la Independencia Americana en Colombia y España 2009-2011

La investigación “La independencia americana en la enseñanza en Colombia y España 2009-2011”, analizó las maneras cómo el tema de la independencia americana, desde la institución educativay el aula escolar, (con los contenidos, mensajes, iconografía de los textos, guías procesos de enseñanza aprendizaje) originó unos imaginarios sociales en los estudiantes de educación básica primaria y secundaria (4, 5, 7 y 8 grado), que asimilaron como una nueva identidad los ideales de la nación en la región cundiboyacense de Colombia, y en los grados 2 y 4 de la Secundaria Obligatoria (conocidacomo la ESO) de la Comunidad de Andalucía, España. Reconoce la historia de la educación dentro del contexto socioeducativo local, donde se delimitan los procesos de enseñanza-aprendizaje eninstituciones escolares públicas y privadas que vehiculan contenidos, mensajes, representaciones sociales e iconografía sobre el tema de la independencia americana. Se pensó en los problemasrelacionados con la producción de ideologías y de mentalidades, es decir, problemas propios del campo de las representaciones sociales. En la metodología, se utilizó la comparada con aproximación a la cartografía social. Se concluyó que los contextos socio-culturales de la institución y país conllevan a diferentes apreciaciones e interpretaciones sobre el tema de la independencia americana en los procesos de enseñanza-aprendizaje de Colombia y España.

MILE-MDI: Una metodología de innovación social para la lectoescritura inicial en el departamento de Sucre, Colombia

El objetivo del proyecto es formar en lectoescritura inicial a 170 niños de grado primero de educación básica primaria en los municipios de Golfo de Morrosquillo (Coveñas y San Onofre) y Sincelejo mediante la aplicación de MILE-MDI: Metodología Innovadora para Leer y escribir con módulos Digitales interactivos; como una estrategia metodológica desarrollada en el proyecto: programa de innovación social para el emprendimiento de base tecnológica en el departamento de Sucre, Caribe-Colombia. En la población estudiantil, se encontró un bajo nivel de lectoescritura y niveles altos de reprobación escolar en primer grado de básica primaria; así mismo se detectó el poco acompañamiento de los padres hacia los niños en esta etapa escolar; y docentes manejando prácticas muy tradicionales y usando textos antiquísimos. En la investigación se utilizó un método cuasiexperimental y etnográfico. La intervención se hizo mediante la aplicación de la metodología MILE-MDI con el cual se logró despertar el interés de los estudiantes y desarrollar las competencias necesarias para la lectura y escritura. También los docentes se mostraron interesados en asumir nuevos procesos y deseos de continuar actualizándose. El material didáctico diseñado fue muy llamativo y acorde a las necesidades; la cartilla utilizada permitió que los estudiantes adquirieran las competencias para la lectura y escritura, logrando leer de manera significativa. En conclusión, se demostró que la metodología surtió el efecto deseado; sin embargo, existen factores que obstaculizan el proceso como el ausentismo escolar y otros asociados a las familias.

Estrategias en el aula de clase promotoras de la autonomía

<p>El artículo presenta los resultados de una investigación en el aula, con actividades y estrategias que favorecen el desarrollo de la autonomía en estudiantes de tercer grado de educación básica primaria. Con el método cualitativo se indagó sobre la formación de la autonomía de los alumnos. Para recolectar la información, a estudiantes y docentes se les realizaron encuestas que indagaban por sus percepciones acerca de la autonomía y se les entrevistó para conocer avances de la población observada. Se halló que se puede promover la autonomía con prácticas y estrategias que permitan desarrollar la capacidad argumentativa, de reflexión, toma de decisiones y responsabilidad. Se encontró que al promover el desarrollo moral e intelectual de los estudiantes, se favorece la autonomía en estas edades.</p><p> </p>

Análisis del texto escolar de ciencias naturales desde la transdisciplinariedad

El presente artículo tiene por objetivo fundamental realizar un acercamiento al texto escolar Ciencias Naturales del Tercer Grado de Educación Primaria del subsistema de Educación Básica Venezolana elaborado por el Ministerio del Poder Popular para la Educación, integrado y agrupado con los textos de otras áreas de conocimiento en la llamada Colección Bicentenario perteneciente al Proyecto Libros Escolares para Estudiantes de la República (LEER). La aproximación que se hizo a este texto tiene como base el Análisis de Contenido como una técnica de interpretación de textos, ya sean escritos, grabados, pintados, filmados..., u otra forma diferente siempre y cuando existan toda clase de registros de datos la cual se lleva a cabo desde las Ciencias de la Salud, la Bioquímica, la Ciencias Naturales y las Ciencias Sociales. Nos basamos en la lectura textual o visual como instrumento de recogida de información, lectura que a diferencia de la lectura común debe realizarse siguiendo un método específico obteniendo hallazgos específicos desde cada ciencia que de alguna manera pueden comprometer la eficacia del texto escolar como instrumento curricular tanto para el alumno como para el docente.

La educación básica en Colombia

Las reflexiones que se presentan en el siguiente artículo proponen una discusión sobre las políticas educativas relacionadas con la calidad de la educación básica en Colombia. Se realizan análisis de las principales concepciones teóricas de la categoría de calidad y de los estudios más relevantes sobre la relación escuela calidad y política educativa. En esta medida, el artículo muestra, también, acercamientos teóricos a las concepciones de educación básica primaria, el rol del docente como factor asociado a la calidad de la educación y las diversas miradas de la política educativa como apuesta al mejoramiento de la calidad de la educación.

Deconstructing the Right to Education Act, 2009 and Child Labor in India

Today, with thriving population in India; there are millions of children living on the streets, unattended, uncared for, and with practically no future at all. Under the prevailing political, social, and economic situation in India; there’s little doubt that the percentage of children living on the streets and working as bonded laborers would manifold increase with time. The reason for pessimism is not statistics, but the overwhelming truth that half of India’s children are illiterate and do not have access to basic primary education, and despite policies promoting education, the benefits do not actually reach the deprived. To counter such pessimism and alter the future of India’s children, the government of India introduced the Right of Children to Free and Compulsory Education Act, 2009, popularly known as the Right to Education (RTE) Act, from April 1, 2010; and took a grand step towards empowering all children of the age of six to fourteen years, by providing them free and compulsory education. Although the intent has been correct, the legislation itself has left gaping questions for the judiciary to be answered, while interpreting the different provisions of the RTE Act.

Role of Panchayati Raj Institutions in Development of Primary Education

As far as education is concerned, it is an important instrument for all round development of the people. It is only an instrument which develops the society and nation at large. Education is an important tool of harmonious development of the people such as intellectual, social, economic, spiritual etc. It is only an instrument which develops the sense of humanity and sense of adjustment among the people to have better adjustment between man and environment. Education is an important process of harmonious development of the nation-social, economic, industrial and agricultural. Education trains the people to face the challenges and make their lives better and luxurious etc. It develops the sense of responsibility of citizenship among students and people to understand the importance of education in life. Education is an important weapon which develops the sense of responsibility as citizens towards rural development and management through Panchayatiraj system for maintaining the sustainable development.As far as Panchayatiraj institutions are concerned, they play very a significant role in development of primary education, health, agricultural developments, women and child development and women participation in local government etc.The Panchayatiraj institutions are important system which play a vital role in rural development and management of all spheres etc. Panchayatiraj institutions are the backbone of village/rural development which inculcate the sense of care of rural development and rural management for sustainable development. The various types of programmes for rural developments such basic primary education, health centres, cottage industries, agriculture development, and agriculture marketing, transportations and others village developments run under Panchayatiraj system/ village developments authority. Panchayatiraj institutions also work for the rural development and protect the environment. Panchayatiraj institutions plays a vital role in development of primary education Education is an important tool which cultivates the sense of responsibility and care among students and people towards rural development, how to develop the rural area and how to sustain the rural development? The sustainable development of rural can be done only in healthy environment and through quality education. Without quality education and healthy environment the sustainable development is impossible.Indeed, Panchayatiraj institutions can play a vital role in development of primary education and sustaining development of rural area. The primary education is the main instrument/source of all round development of the village people; it develops the various skills among the students to face the challenges of life. It is fact that Pachayatiraj institutions are the main system of village development through primary education, health service, agriculture, road transportation, women and child care and agri-business can be developed. Panchayaitraj institutions are the main source for development of primary education through its shiksha samitis and shiksha mitras and other samitis. The Pachanyatiraj institutions play an important role in implementing the Sarva Shiksha Abhiyan (SSA) successfully. Really, the Panchaytiraj institutions are important instrument which is playing a vital role in eradication of illiteracy and facilitating the primary education at large extent.

Determinants of Forest Resources Uses and Its Implications for Environmental Sustainability in Nigeria

This study examines determinants of forest resource use and its implications for environmental sustainability in Nigeria; using Kwara state as a case study. Specifically, the study examines awareness of climate change vis-a-vis forest resources use and factors affecting forest resources sustainability. For the study, one hundred and twenty households were selected across eight communities in ADP Zone C in Kwara state. Tools used to analysed data were the descriptive statistics and multinomial logit analyses. Study findings revealed that over half of the rural households have had basic primary education. Household perception of climate change indicators were indigenous and at low levels. Those mostly affected by climate change were children. However minimal losses due to climate change were perceived by the households while climate change forest related mitigation activities was mainly that of planting indigenous trees. Also, despite the fact that there is a high forest fuel resources usage by rural households in the study area, their likelihood of using non-forest fuels were found to dependent on their income, price of alternatives. Based on these findings, it is recommended that enlightenment and sensitization of all stakeholders on the reality of climate change, the promotion of sustainable agricultural practices and the provision of affordable and environmental friendly source of fuels should be pursued.

1549 – Correlates of elderly loneliness

In Portugal, the number of elderlies living alone and being institutionalized are rising. Institutionalized elderlies are susceptible to loneliness. Loneliness is associated with depression, anxiety, poor sleep quality, and cognitive decline. Determining which variables predict loneliness in institutionalized elderlies may allow appropriate targeting interventions in loneliness to potentially preserve mental and cognitive health. We want to explore the prevalence of loneliness in a sample of institutionalized elderly, and determining which variables predict loneliness. Loneliness was measured using UCLA loneliness scale. We also included a measure of socio-demographic aspects and health-related variables, the Mini-Mental State Examination, the Geriatric Depression Scale, the Geriatric Anxiety Inventory, the Satisfaction with Life Scale, and the Sleep Subjective Index for Elderly. Our sample included 539 elderly (60-100 years, mean age = 80.03 ± 7.38), mostly women (75.8%), widowed (60.3%), with primary basic education (39.5%), frequenting day care center (61.0%) or living in retirement home (39.0%). The prevalence of loneliness feelings was 68.2%. Loneliness was significantly related with more anxiety and depressive symptoms, poor sleep quality, and poor life satisfaction. Women and elderlies without partner had also more loneliness feelings. Loneliness was not associated with age, education, living alone/accompanied, number of social contacts, nor with cognitive performance or sensorial problems (low vision and poor hearing). After the multiple logistic regression of the significant variables, only satisfaction with live predicted loneliness (OR = 1.07, p = 0.05). In conclusion, satisfaction with live may affect feelings of loneliness. More studies with non-institutionalized are needed for appropriated targeting interventions.

Media Design for Learning Indonesian in Junior High School Level

Learning process based on the curriculum need to be supported by learning media, one of them is electronic media such as disc/tape, video, interactive animation, etc. Aplication of electronic media in learning process can be said as electronic learning (e-learning). Learn something without interested in the topics or the object studied will not provide the best result. To evoke and increase students learning interest can be implemented by giving a different touch in the learning process, such as by using animation to learn Indonesian in Junior High School.It is the language that is used nationally in Indonesia and it is included in education curricula from basic (primary) education to intermediate (secondary) education. In Nusa Tenggara Barat (NTB/West Nusa Tenggara), Indonesian is ranked the lowest in average on National Exams of the school year 2009/2010. In this study, design and implementation of Indonesain interaktive e-learning media should be as simple as possible. Subject that is included as learning content in this media are short story, drama, poetry, and news. The contents are “Materi” (material) and “Latihan” (exercise) that is designed in the form of a simple animation with Problem Based Learning (PBL) approach. Research location is Mataram, NTB. This application media tested in one of Junior High School in Mataram, namely SMP Negeri 11 Mataram. It tested in functionality and through a survey. Data collection carried out by using questionnaires, observation and interviews with principal/vice principal, teachers, and students.The result of this research show that animation media can be used by teachers as learning tools to give material in the class, in this case is Indonesian subjects, interactively in Junior High School. Student interest in the application of this e-learning media in school is high, so, it can attact students to learn because it really potential to create a pleasant learning atmosphere and to make learning easier for student to understand the topics presented. This is indicated by the ability of students to retell the topics/stories and to answer the questions very good. This media can help teachers to present learning materials/topics. Through this media, learning activities in Junior High School can be run more effectively.

Operation of the Handicraft Element of Primary and Junior Secondary Curriculum: Implications for Technological Adavancement in Nigeria

Technological advancement has been related to national economic growth and poverty reduction by both national and international analysts. Development of indigenous skills (handicrafts or handiwork) is seen as central to successful administration of indigenous skill development critical for solution of contemporary problems in society. In Nigeria, the desire to develop local craft as a basis for technology appreciation and application is well articulated in the National Policy on Education, especially in the basic (primary and junior secondary) education curriculum. It is expedient therefore, to examine the operation of the handicraft element of the basic education curriculum and determine the implications on the nation’s strive to achieve technological advancement. Consequently, relevant terms were conceptualized; the implications for policy operation were treated, and parameters for better operation such as provision of basic infrastructures (libraries, laboratories, workshops, etc), training of local craft teaching staff, in addition to adequate financing were recommended.

Motivar el cambio a partir de la educación para la salud

The following work refers to academic experience regarding the training of nurses concerning primary prevention and child nursing within the area of public health. The target population consisted of children. Accumulated experience was systematized for identifying epistemological, theoretical and practical elements developed over five years in basic primary education institutions, in line with the educational proposal Experience sexuality with dignity. It was found that this type of work managed to develop special motivation in the scholastic community whilst allowing academics to approach the social reality which they must confront in their professional practice. The work emphasised strengthening children's awareness of the need for family, state and civil society participation. Motivating health education-based change did involve the systematisation of experience as a methodological tool.

Role of Public Libraries in Continuing Education Programme (CEP) in Chennai Corporation, Tamil Nadu: A Study

Public libraries play a vital role in development of Adult and Continuing Education at gross root level in developing countries. The Continuing Education Programme is to provide life-long learning opportunities to all people beyond basic literacy and primary education. For this Continuing Education Libraries are the sole source. The study focused the pattern of functioning of the system of Continuing Education Library users. The literacy programme implemented by Corporation of Chennai has gone through 3rd phase like Total Literacy Campaign (TLC), Post Literacy Programme (PLP) and Continuing Education Programme (CEP) benefiting of the slum population. The study revealed that women are the major beneficiaries of the Continuing Education Libraries.

LA EXPEDICIÓN BOTÁNICA EN lOS TEXTOS ESCOLARES DE COLOMBIA 1974-2008

Se presenta el análisis de los mensajes que vehiculan los textos escolares, de ciencias sociales, en la educación básica primaria y secundaria, sobre los imaginarios que identifican la historia cultural de la colonia en especial el referente a la expedición Botánica, dentro del movimiento cultural de la Ilustración, y la relación de esta con la Independencia americana. El análisis se enmarca dentro de la legislación de Colombia, de los tres períodos que comprende la investigación. El método se circunscribe dentro de la corriente historiográfica de la historia social de la educación comparada y en concreto en la tendencia de análisis de textos escolares bajo los indicadores de: conceptualización de la ilustración y expedición botánica, relevancia de la expedición en el inicio de la ciencia en Colombia y los vínculos con la independencia, figuras de científicos relevantes, aportación a la identidad nacional, actividades didácticas. En la iconografía se establece la tipología de las figuras de Mutis, colaboradores y de plantas. Los resultados se enmarcan en la poca relevancia en los contenidos y la iconografía de la Expedición Botánica. En la conclusión se estableció que en los períodos de estudio varían los diseños de los textos y los contenidos. Palabras clave: Revista Historia de la Educación Latinoamericana, expedición botánica, independencia, ilustración, Mutis.

The United Nations Convention on the Rights of the Child: Children Can Wait No Longer for Their Rights

Twenty years ago, a commentary in Social Work called for United States to ratify United Nations Convention on Rights of Child (CRC), adopted two years earlier by United Nations (UN). Hermann (1991) asserted that children, as the poorest of poor, most vulnerable to social oppression, and least powerful of any population in any nation (p. 102), are entitled to economic, social, and physical well-being. Brieland, Falon, and Korr (1994) renewed a call for ratification in Social Work when President Bill Clinton was elected to office. President Clinton signed CRC in 1995 but failed to secure Senate support. Despite periodic calls for ratification, United States has failed to join treaty, thus leaving it and Somaha as only UN member states that have not ratified CRC. President Barack Obama's election and change in Senate leadership to Democratic Party present an opportunity for United States to fully join international human rights community. Ratifying CRC would signal support for key human rights both domestically and internationally. Social workers should renew efforts to promote ratification of CRC, joining a growing coalition pressing for realization of children's rights. Such efforts are consistent with NASW (2008b) policy statement on International Policy and Human Rights, which expressed support for the adoption of human rights as a foundation principle upon which all of social work theory and applied knowledge rests (p. 212) and advocated for U.S. ratification of all major human rights treaties. The profession stands to play a pivotal role in fostering human rights norms and practices within United States. The CRC details minimum standards for children's rights. It is intended to protect all those under age of 18 and underscores that children's rights are to be based on principles of nondiscrimination and respect for dignity and worth of each child, regardless of individual characteristics. Articles of CRC document legal rights to basic health care, primary education, family life, and protection from harm as well as key civil and political rights. CHILDREN'S RIGHTS ARE A DOMESTIC CONCERN Although threats to children in United States are not as numerous as those facing children in some other nations, violations of children's rights remain common (Todres, 2011).Though United States has made significant progress in terms of children's rights in many arenas of policy and practice, persistent structural inequalities along lines of race, class, and gender contribute to unequal childhood experiences. In 2008, 19 percent of children lived below federal poverty line, one of worst records on child poverty among industrialized nations (DeNavas-Walt, Proctor, & Smith, 2009). Evidence of long-term structural effects of racism is found in differing poverty rates among white, non-Hispanic children (8.4 percent) and African American (24.7 percent) and Hispanic children (23.2 percent) in United States (Federal Interagency Forum on Child and Family Statistics, n.d.). A recent study by Rank and Hirschl (2009) showed that half of U.S., children use Supplemental Nutrition Assistance Program benefits by time they are 20 years old, and among African American children that figure rises to 90 percent. Racial disparities are also apparent in disproportionate experiences of children of color in terms of hunger, housing insecurity, and overrepresentation within foster care and juvenile justice systems (Danziger & Danziger, 2008). Other indicators of child well-being are equally troubling. The United States currently ranks 37th in world in infant mortality (World Health Organization, 2009). One-third of U.S. children were reported to have been a victim of maltreatment by time they reached 18 (Finkelhor, Turner, Ormrod, & Hamby, 2009). Habash (2008) stated that United States is only country in global north in which current students are less likely to graduate from high school than their parents were; U. …

The characteristics of people with mental illness who are under treatment in traditional healer centres in Sudan

To determine the general characteristics of people with mental disorders in traditional healers centres in Sudan in terms of sociodemographic profile, common clinical presentations and diagnostic features, and to look at the treatment methods and intervention procedures used in these centres for treating people with mental illness. This is a descriptive cross-sectional study using both quantitative and qualitative research methods. All inpatients with mental illness (405) from 10 selected traditional healers centres in Sudan who gave consent were interviewed, using a specially designed questionnaire and the Mini International Neuropsychiatric Interview (MINI). Most of the visitors to the centres were from central Sudan with a mean age of 31 years, illiterate or with only a primary basic education, male and jobless. The average mean duration of stay in the traditional healer centre was five months and the mean duration of untreated illness before coming to the centre was 13 months. Only 17% reported a history of alcohol abuse and only 11% of drug abuse. The most common prevalent diagnosis was psychotic disorder. This study improves the understanding about what types of people with mental illness are treated at these traditional healer centres and gives recommendations that can help in improving the quality of services in these centres. It can probably be used in building bridges of collaboration between these centres and the available mental health and psychiatric services in Sudan, especially at primary healthcare level.