Evening schools: history and modernity

For many years, evening classes have provided an alternative for individuals unable to attend regular day classes. These institutions were first established to educate working adults, but they have since expanded to include a wider spectrum of learners. Evening classes provide flexibility that regular schools frequently can’t, whether it’s for young adults juggling jobs or those looking to finish their education later in life.

Evening classes have been crucial in increasing access to education throughout history. They have evolved from their early 19th-century beginnings to current programs in order to satisfy the shifting demands of society. They still give many people a second chance to advance their careers and reach their objectives today.

Evening schools now offer more specialized courses for professional development in addition to basic education, making them more varied than ever. These universities now provide even more options for students who need to fit education around their busy schedules, thanks to the growth of online learning.

Evening schools are not limited to traditional daytime schedules; they have a long history of providing adults and youth with an alternative educational opportunity. These schools, which were first established to assist people who worked during the day, have changed to meet the needs of contemporary students by providing flexible programs that accommodate various lifestyles. These days, they offer chances for professional growth, personal development, and a route to higher education, which makes them a great choice for a lot of people trying to strike a balance between their education and their family or job obligations.

Elimination of illiteracy and the need for schools for adults

Only a small percentage of people in the newly formed Soviet Union could read, write, and count after the revolution; the vast majority were illiterate.

The lack of universal schooling under the tsar, even for elementary school, was the cause of this. Although there had long been discussions about introducing it, those plans were never carried out in pre-revolutionary Russia.

The Bolsheviks prioritized the eradication of illiteracy in order to establish a new society and to advance industry and production.

The Council of People’s Commissars passed a decree on December 26, 1919, titled "On the elimination of illiteracy among the population of the RSFSR," which required all citizens between the ages of 8 and 50 to undergo literacy training in either their native tongue or Russian (optional). In response, the nation opened a sizable number of schools and illiteracy elimination centers. Such points were made out of private residences, factory spaces, and even churches. In order to prepare missing teachers and educate the populace, teachers were dispatched to every corner of the Union. Citizens who were literate were drawn to literacy.

The Soviet Union’s liquidation program turned into the biggest social and educational endeavor in European history, teaching tens of millions of people to read and write in just 20 years. UNESCO later used the Soviet Union’s experience to improve education in low-education countries.

Under Soviet domination, primary and soon secondary education became universally available to all, with the consequence that the number of students attending postsecondary institutions skyrocketed.

Naturally, children were the ones who were most affected by this; working adults were primarily taught literacy, and very few of them received secondary education. The organization of education for the working class was the next topic of discussion.

Opening of schools for adults

It should be noted that adult education existed prior to the revolution; these were Sunday schools, where students attended classes on Sundays. When these schools first opened in the 1870s, people’s educators did the majority of the work there. In the 1890s, Nadezhda Konstantinovna Krupskaya was employed at one of these establishments. Adult education circles also functioned in pre-revolutionary times, and in big cities, people’s houses housing general education classes and other courses were common.

The "Regulations on Schools for Working Teenagers" decree, issued by the Council of People’s Commissars of the RSFSR during the early years of Soviet rule, stipulated the establishment of schools for factory apprenticeships and schools in production. These educational institutions provided general education in addition to vocational training to youth.

Later, in all regional and provincial centers, schools for working youth (SHRM) had opened by 1930, and in certain villages, they had started teaching in schools for rural youth (SHSM).

Even though the schools were dubbed "working or rural youth," mature individuals—that is, anyone who was already employed and wished to further their education—studied there in addition to young people. Young people were frequently in the same class as their parents.

Since the workers knew full well that the only people who can have a good, well-paying job are those who have an education, there was no need to force anyone to attend school.

Worker schools were merged into one state education system. During the early years of their existence, one could obtain:

• primary education (in two years);
• incomplete secondary education (in three years).

Workers’ faculties, or rabfaks, emerged alongside the schools for working youth, offering in-depth instruction in the subjects required to gain admission to universities.

Schools for adults during the war and after it

Naturally, when the Great Patriotic War broke out, working youth’s schools had to close. The unfavorable daily circumstances, hunger, and requirement to work multiple shifts in production made it impossible for students to study, and the instructors were not prepared for that. However, the Komsomol Central Committee Bureau already passed a resolution "On the training of adolescents working in enterprises" in 1943. Then, training programs were established in factories and factories, and SPRM started operating again in 1944.

Since all industries required skilled laborers, working youth schools sprung up everywhere after the war; by 1953, the USSR had about 3,000 of these institutions.

In 1958, the evening (interchangeable) comprehensive schools were renamed as schools of working youth.

Three groups of pupils received instruction in them:

• 8th grade graduates who left day school;
• graduates of vocational schools;
• adults who have not received a secondary education.

Millions of people who couldn’t finish a regular day school attended evening classes during the Soviet Union’s rule. People could now enter the institute and complete their secondary education without having to take time off from work thanks to the evening training system, which also allowed them to improve their qualifications.

Master’s programs have been offered in the evenings and as separate classes since the 1960s. They contributed to the enhancement of professional training.

How training was structured in evening school

The evening school’s training schedule was created with the working hours in mind. Classes were typically held in two shifts: morning and evening, though occasionally a day shift was added as well.

Classes were held for four hours each week, and people came to study three or four times a week.

Training was only given to seasonal employees—those employed in river transportation or agriculture, for instance—during the off-season.

Russian language and literature, mathematics, physics, chemistry, natural science, USSR history and the Constitution, geography, and foreign languages were all covered in evening classes.

The first evening school curricula were based on regular school textbooks, which were also followed by the "evening students" in their studies. Also, in the 1960s and 1970s, textbooks and specialized curricula for adult learners were published. Over 80 teaching aid titles were available in the 1980s; some of these were so effective that regular comprehensive schools started using them. Exams were taken on pre-prepared tickets in both day and evening schools.

Incentives were offered to those who studied without interfering with their work, including an extra paid day off for exams and an extra non-working day with 50% of pay retained.

In the USSR, evening classes were the predominant form of adult education and, in theory, one of the primary categories of general educational establishments. They persisted until the end of the 1980s in the form described.

Since their inception in the past, evening schools have undergone substantial development into the current educational framework. They were first created to provide learning opportunities for people who couldn’t attend traditional schools or were working adults. Over time, they have expanded to accommodate a wide range of students with different needs.

Evening classes still offer flexible learning options today, assisting students in juggling their academic obligations with their jobs or other commitments. They are essential in providing people with another opportunity to pursue education, whether it is for personal development or professional advancement.

Evening schools will probably continue to evolve in response to the shifting needs of students as society and technology progress, making sure that education is still available to everyone, regardless of their circumstances.

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