ARAB education will for a long time be beset by sociological problems. In the first place female education has had to be slower than that of the men. The Arab woman, down the centuries, has lived in the seclusion of the home. The Purdah has been an accepted institution in Arab society and iustified on the grounds of religion. The Government intention, therefore, to put female education on a par with that of the men has not been successful. Girls' education is still in its infancy, and this is having the unfortunate effect of producing an ill-balanced society. Until such time as this is brought into line with that of the men, the consequences of a dissatisfaction which is thus produced will make themselves painfully felt in the Arab society. Amongst the causes of sociological dissatisfaction which hamper educational advancement, must be cited polygamy and frequent divorces. The Arab child, the victim of a broken home, has not a stable and secure home environment to provide him with rich spiritual and physical or intellectual sustenance to further the work of school teaching. The home is often poor and over-crowded, impeding thus the development of educational work and the growth of an integrated personality. There is also an absence of parental interest in the work of the school greatly in evidence. The Arab parent, brought up in the rigours of the atmosphere of the Chuoni (Koranic school) and later, the leisurely lectures on theology and rhetoric delivered in the precincts of the courtyards of the mosque, believes that any departure from this method of teaching is a wastage of precious time and money. To most Arab parents the belief is inherent that the teacher is the sole agent in the r61e of education. They have yet to adapt themselves to the new concept in the educational circles which requires harmony in the teacher-parent relationship, in the intensity and concentration of attention both at home and at school if the pupil's education is to be served well. Then there is the educationist himself. He has been consistently out to serve the Arab welfare in so far as his goods are concerned. It is very doubtful though whether, faced with the enormity of the problem in so far as this service is concerned, he has not clung merely to one expedient after another, leaving the major problems aside to sort themselves out in the course of time. The educational programme drawn for the Arabs has been idealistic without being practical. At all stages it has lacked vision and foresight. The vicious circle where the shortage of good teachers has led to the employment of bad teachers, which has in turn produced unsatisfactory education, is as apparent in Arab education as in the education of the other resident communities of East Africa.