The article presents a brief analysis of the theoretical benchmarks for shaping an Andragogic paradigm of motivation of learning in adulthood. The paradigm includes forward-looking and current motivational steps, which concern the link between the education system and process and the socio-economic system. The theoretical argumentation of the andragogic paradigm of motivation of adult learning is based on the binary origin of motivation: latent and updated factors. In order to capitalize on the algorithmic dimension of the paradigm, the following variables are related: Interest - attitude of the adult towards learning; The reasons for learning, perceived by adults at the stage of psycho-andragoctic diagnosis; Socio-professional context of adult stimulation for learning activity; Teaching technologies with motivational valences