▁of ▁lif el ong ▁learning ▁( as ▁facil itated ▁by ▁a ▁learning ▁society ) ▁would ▁allow ▁for ▁higher ▁education ▁to ▁be ▁undert aken ▁at ▁any ▁stage ▁of ▁the ▁students ▁life ▁( per haps ▁even ▁on ▁more ▁than ▁one ▁occasion ) ▁rather ▁than ▁at ▁the ▁traditional ▁under grad uate ▁stage . ▁ ▁Based ▁very ▁much ▁in ▁the ▁“ world ▁education ▁culture ” ▁model ”, ▁learning ▁soci eties ▁are ▁seen ▁as ▁being ▁central ▁to ▁compet itive ▁knowledge ▁economy ▁in ▁a ▁global ised ▁world . ▁Adv oc ates ▁of ▁learning ▁soci eties ▁see ▁traditional ▁institutions ▁as ▁no ▁longer ▁being ▁central ▁to ▁lif el ong ▁learning . ▁For ▁example , ▁trans n ational ▁corpor ations ▁such ▁as ▁C is co ▁believe ▁that ▁it ▁will ▁not ▁come ▁about ▁simply ▁through ▁building ▁more ▁schools ▁and ▁univers ities . ▁These ▁organis ations ▁also ▁advoc ate ▁for ▁the ▁role ▁of ▁lif el ong ▁learning ▁within ▁their ▁own ▁structures . ▁ ▁Deb ates ▁regarding ▁learning ▁soci eties ▁& ▁higher ▁education ▁ ▁Deb ates ▁are ▁argued ▁address ing ▁the ▁role ▁of ▁how ▁existing ▁higher ▁education ▁institutions ▁fit ▁into ▁the ▁concept ▁of ▁the ▁learning ▁society . ▁Despite ▁the ▁traditional ▁argument ▁that ▁the ▁learning ▁society ▁es ch ew s ▁traditional ▁institutions , ▁some ▁advoc ates ▁of ▁the ▁concept ▁re aff irm ▁the ▁role ▁of ▁univers ities ▁as ▁being ▁central ▁to ▁where ▁the ▁learning ▁society ▁begins ▁and ▁argue ▁that ▁“ the ▁university ’ s ▁role ▁in ▁society ▁is ▁precisely ▁to ▁learn ▁and ▁understand ▁itself ▁and ▁its ▁environment ... The ▁more ▁it ▁addresses ▁the ▁concerns ▁of ▁society