The Arab world has not been able to use many of its assets for its own economic development because of unwholesome sociopolitical factors, e.g., autocratic governmental systems, long subjection to imperialism, and foreign exploitation. Thus, educational change, so necessary if the Arab world is to progress, has been slow. The old, indigenous Arab educational institutions handed down from the Middle Ages, such as al-Azhar, continued through the first half of the 20th century to be mainly religious and linguistic in character; it was not until 1961 that a law was passed requiring al-Azhar to broaden its education. Although modern educational patterns, modeled on European educational systems, did come with Western impact, these educational systems did not rise above the level of their Arab cultural context and were often used by foreign powers for purposes of exploitation. Technical education is crucial for Arab social regeneration and economic development. For technical education to succeed, however, improvements must be made in education in general; specifically, compulsory education must be extended. (RM)