The definitions related to health and learning and AWG priorities^{Footnote 1} that follow come from the field of adult learning and health and are important for understanding the connections between the two.

Formal learning refers to adult learning programs, courses, etc. typically conducted at an institutional level, for credit or certified recognition (Jarvis, 1990).

Informal learning refers to situations where “adults inform themselves about life and its possibilities” (Courtney, 1989, p. 18). This enormous area of learning is supported by a body of literature that has grown since the 1970s around self-directed learning (Brockett & Hiemstra, 1991; Candy, 1991; Tough, 1971) and incidental learning (Marsick & Watkins, 1990). The research around self-directed learning asks how and why adults learn on their own (Courtney, 1992; Rose, 1989, p. 211).

Nonformal learning “refers to organized adult education outside the established formal system” (Courtney, 1989, p. 19). Typically, nonformal learning involves groups of learners in, for instance, many community-based or institutionally-organized programs for general interest, skill development, personal interest, and other non-credit learning events; often, but not necessarily, with some organizing activity, task, or curricula involved.

Adult Basic Education (ABE) “refers to the fundamental areas of reading, writing, listening, speaking, and mathematics” (Taylor, 1989, p. 465). These subjects are taught typically to adult learners in an adult education setting.