Abstract: Social changes in Russia resulted in the appearance of new meanings concerning the concept of “adult education” filling it with such characteristics as continuity, eternity and advancing. The presented senses from a theoretical and practical point of view are comprehensively studied in science-andragogy which describes educational systems for different categories of adults. The time challenges led to the need of new models development within the andragogics of new models and the technologies of selected meaning implementation. In-house training, adaptive learning, advanced learning, open learning act as educational models. In-house training is focused on the formation of the functional, personal and psychological, organizational and managerial competence. The following types of adaptation are formed as the part of the adaptive learning: psychological, motivational, organizational target, content forming, technological. The accelerated nature of adult learning is manifested through the design of specific training media of an adult vital activity in which he is developing as a mobile man, self-fulfilling, creative, successfully solving the appearing problems and achieving the expected results. The openness of adult education manifests itself through the diversification of educational programs and the possibility of developing individual educational trajectories corresponding to the professional and personal needs of a person. The prospects of andragogical problem development research are related by us with the development of adult training concept and techniques within the conditions of crisis.