The United Nations (UN) declared 2021-2030 as the "Decade of Healthy Ageing." The World Health Organization (WHO) and other global programs developed initiatives in support of UN's goals, which include focus on lifelong learning. WHO refers to the "transformative pathway" in its 2021 "Decade of Healthy Ageing Baseline Report," arguing there is no "typical" older person. Lifelong learning in the context of education for and about elder individuals has a wide and deep history spanning a century of scholarship; however, lifelong learning's meaning is inconsistent across disciplines, cultures, policy-makers, and constituents. This paper introduces and develops these concepts and argues higher education is positioned to bridge stakeholders' interests, lead taxonomic homogenization, identify universal gaps, establish protocols for filling them, and -- in the end -- advance and bolster the industry in the wake of unprecedented cultural upheaval and declining enrollments. The paper includes a selection of questions and options higher education institutions can evaluate and implement to meet the UN's challenge of transforming lifelong learning in the Decade. [For the full proceedings, see ED665621.]