<![CDATA[The education of Arabic in government institutions in Sindh remains an area of concern due to limited curricular innovation, inadequate resources, and unsatisfactory learning outcomes. This study seeks to evaluate the existing Arabic curriculum, the availability and quality of teaching resources, and the actual outcomes achieved by teachers. The research begins with a discussion on the significance of Arabic language learning in religious, social, and educational contexts. Moreover, it examines the role of government institutions in providing effective Arabic education and in shaping learners' character. A review of the curriculum and teaching practices has been conducted alongside field surveys of selected schools and colleges. The findings highlight both strengths and weaknesses in the current system, including outdated syllabus content, a lack of modern teaching resources, and low proficiency levels. Based on these insights, the study proposes practical reforms to improve the curriculum, strengthen resource allocation, and enhance students' learning outcomes. The study concludes that comprehensive reforms are essential to make Arabic education more relevant, engaging, and effective for future generations in Sindh.]]>
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