45 recognized that interest in environment is basically associated with capacity-building and gearing of human resources for conduct of work and accomplishment of tasks relevant to environment protection and improvement at different levels with special emphasis on human development in terms of the environment. Accordingly, the Authority devoted special interest to training and rehabilitation processes for staff operating in the field of environment, taking into consideration the significance of this approach in keeping with global scientific developments on the basis of annual training plans and programs covering staff working in the Authority and other environment-related sectors. Third: Right of Education Education in Libya is the springboard for the formation of intellectual, cultural and conscious-specific components for the preparation of the individual to become an effective citizen in the society. Hence was the interest in education institutions and the promotion of their human and material constituents which are part of overall development efforts at the community level to cope with global scientific and technological advancement. The educational policy in the Jamhirya hinges on setting technical frames, building humans and preparing generations to take their responsibility. It is also essentially linked with principles of justice and equal opportunity and its relation with these values is determined by the nature of the people-based rule regime and philosophy which the educational philosophy contributes one of the major tributaries of this regime. The educational policy is designed to achieving interdependence and integration of components of the educational system, its tracks and different types; from basic to university education and from public to vocational education.