This study aims to clarify the reality of the available capabilities and the extent of applying comprehensive quality in higher education institutions in Libya and the role of educational quality in creating high quality experiences and competencies that have the ability to bring about change, improvement and continuous development. The study discussed the reality of the available capabilities, the extent to which comprehensive educational quality is activated in higher education institutions, the role of higher education quality in determining the future of countries, and the academic, political and economic experiences that can be produced that have the ability and ability to change the course of societal progress in these countries. By analyzing and discussing previous studies and the descriptive theoretical analysis approach to the results of these studies, the study showed that the comprehensive educational quality has proven its positive results in achieving actual results for its academic outputs in the labor market for a number of educational institutions in several countries. And that the educational institutions in Libya did not implement the full program of the comprehensive educational quality system. And that the applied reforms did not achieve the desired results because they were not sufficient and did not proceed according to actual well-studied strategic plans. As the importance of quality in higher education is no longer a luxury that educational institutions aspire to, or an alternative that educational systems take or leave. Keywords: Educational Quality, Educational System, Higher Education Institutions, Capabilities, Mechanisms, Standards