Human security is a concept that incorporates four kinds of security: the political, the economic, the social and the psychological. The relation between education and human security is at the same time causal and reciprocal on the one hand in the sense that the one is both a cause and a result of the other; and inclusive and integrative on the other hand in the sense that each one is part of the other. In general, the progress in the education of Arab women has not been accompanied by similar progress in their human security. The quantitative dimension was predominant in such progress, while the qualitative dimension that concerns gender issues in the education system was weak. In addition, the convictions of women themselves in the importance of their education and human security are inadequate, especially that the societal culture plays a role in limiting the effect of women's education on their human security. Such culture consists of inherited cultural features that are not in harmony with the cultural roots, and that accumulated through centuries of backwardness. Furthermore, the education of Arab women faces many challenges and weaknesses including lack of resources and will on the part of governments, societal obstacles, the predominant legislative approach to the image of women as housewives and less as members of the labour force, the weak role of civil society enterprises, etc. It is worthwhile noting here that Arab and international treaties and conventions are full of references for equal opportunities. The major indicators regarding the education of Arab women are:

· Noticeable differences exist among Arab countries regarding the degree of progress.
· Illiteracy rate among women is twice that among men. Preventive measures through the universalization of compulsory basic education were more effective than remedial measures that deal with the eradication of illiteracy.
· The gender gap in the various educational stages has nearly vanished, except in vocational education.
· The participation of females in the teaching staff is higher than males in all educational cycles, except in higher education.
· Scientific research suffers from low women participation as well as a low "freedom ceiling" for researchers dealing with gender issues.
· E-learning supports women's education.

Finally, the progress of Arab women education has not been reflected in the rate of their participation in the labour force especially in the private sector, although labour legislation provides for equal job opportunities for males and females.