The History of Evening School: How Adults Learned

Why were there many schools for adults in the USSR?

After the revolution in Russia, the Bolsheviks were faced with the problem of high illiteracy among the adult population. A significant portion of people could not read or write, and the education of the majority was limited to only the basic skills of reading, writing, and elementary arithmetic. The obligation to introduce universal primary education in Tsarist Russia was never realized, despite lengthy discussions and plans. This legacy became one of the main goals of the new government, which sought to improve the level of education and increase literacy among the population.

The Bolsheviks set ambitious goals for themselves—to create a new society and build an industrial country. However, could a group with a low level of education cope with such tasks? The answer is obvious: no. The new government recognized the need to raise the educational level of the population to successfully implement its plans.

On December 26, 1919, the Council of People's Commissars issued a decree "On the Elimination of Illiteracy Among the Population of the RSFSR." This document required all citizens aged eight to 50 who could not read and write to undergo literacy training. Education was provided in the native language or Russian, depending on the preferences of the students. The decree was an important step in the fight against illiteracy and contributed to raising the level of education in the country, which in turn had a positive impact on the social and economic development of the RSFSR.

Soviet schools for adults began to appear against the backdrop of historical changes in the country. It's worth noting that this wasn't the first attempt at organizing such an education. Sunday schools for adults existed before the Revolution, offering classes on the only day off—Sunday—as well as in the evenings on weekdays. These educational initiatives originated in the 1870s and thrived on the enthusiasm of public educators, a time when the intelligentsia actively sought to convey knowledge to the people. Interestingly, Nadezhda Krupskaya taught at one such school in the 1890s. Furthermore, before the Revolution, various educational circles for adults operated, and public houses opened in large cities, offering general education classes and a variety of courses. Thus, the first Soviet schools for adults were founded on the basis of existing educational institutions that operated during the times of Tsarist Russia.

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What was the system of schools for adults?

After the October Revolution, evening schools became part of the unified state education system. The new government modernized existing educational institutions and opened new ones. In the first years of operation, evening schools were of two main types.

where they provided a primary education in two years;
where they mastered the curriculum of a junior high school in three years.

Workers' faculties (rabfaks), along with schools for adults, offered the opportunity to receive the in-depth training necessary for successful admission to higher education institutions. These educational institutions provided students with high-quality knowledge and skills that contributed to their further education and professional growth. Workers' faculties played an important role in the education system, providing access to training for those who wanted to improve their chances of entering university and developing a career.

Reading also plays an important role in broadening horizons and developing critical thinking. It allows us to immerse ourselves in new ideas, explore different perspectives, and enrich our inner world. Regular reading helps improve vocabulary and literacy. Books and articles can also serve as a reliable source of information, which is especially important in our rapidly changing world. By devoting time to reading, you not only have fun but also invest in your personal and professional development.

The Soviet government initially abolished the competition for university admission, seeking to make higher education more accessible. This decision was made in the context of a push for mass education and ideological propaganda. However, it soon became apparent that the abolition of the competition led to a decline in the quality of education and a shortage of trained specialists. In response to these problems, the authorities returned to the competitive selection system to ensure a higher level of student preparation and to meet economic demands. Thus, the return of the competition for university admission became a key step in restoring the quality of higher education in the country.

Since 1937, correspondence courses were introduced in the adult education system, alongside evening classes. This form of education allowed students to attend classes less frequently—only two or three times a week instead of the usual four or five. This approach significantly simplified the ability to combine study with work, making education more accessible to those seeking to develop their knowledge and skills while working. Correspondence education became an important step in improving educational opportunities for adults. By the beginning of the 1940/1941 academic year, 7,300 evening schools operated in the Soviet Union, with 768,000 students enrolled. In the 1940s, the adult education system began to take its final form. In 1943 and 1944, resolutions of the Council of People's Commissars were adopted concerning the training of adolescents working in enterprises, as well as the organization of evening schools for rural youth. These educational institutions were established both in public schools and at enterprises, large collective and state farms, contributing to the development of the educational infrastructure in the country. Evening schools became an important tool for raising the level of education among workers and youth, which subsequently contributed to the improvement of the skills of the workforce and the development of the USSR economy.

At these educational institutions, teenagers who found themselves in difficult situations due to the war had the opportunity to continue their secondary education, which allowed them to subsequently enroll in a technical school or university. Schools for working youth (SHRM) operated all grades from the first to the tenth, providing opportunities for primary, incomplete, and complete secondary education. In turn, schools for rural youth (SHSM) offered education only up to the seventh grade, which corresponded to an incomplete secondary education. These educational institutions played a crucial role in supporting youth during the war, providing access to the knowledge and skills necessary for further education and employment.

In places where establishing a full-fledged school was difficult or impractical due to the small number of students, evening classes and educational and consulting centers (UKP) of correspondence schools were created. This ensured access to education even in remote and sparsely populated regions, contributing to increased literacy and educational accessibility in such areas.

Evening and shift schools (EWS and SHSM) became widespread after the adoption of a law in 1958, which aimed to ensure that all children and adults under 35 had access to basic, or secondary, education. These educational institutions received the status of evening (shift) secondary general education schools and became the primary type of school for adults, as well as an important part of the USSR's general education system. The evening city school and the school of social work functioned in this format until the end of the 1980s, when compulsory full secondary education was abolished and nine years of education was reintroduced instead of 11 grades.

Classes at the evening city school Photo: Murom Museum of History and Art

Photo: Konstantin Kalinovsky's archive

Photo: Christina Hunt's archive

Leonid Murov Photo: Sergei Morkin's archive

Evening schools for adults provided a secondary education comparable to what children received in regular schools. Beginning in the 1960s, evening schools for master craftsmen and specialized classes began to emerge, promoting professional development. From the late 1960s, evening schools focused on acquiring skills necessary for various industries, and from the mid-1970s, on adapting to life in modern society. These changes allowed adults not only to improve their knowledge but also to successfully integrate into the workforce, facilitating their social mobility and professional advancement.

In the 1970s, adult education centers (AECs) began to be established within evening schools. These educational institutions offered a multidisciplinary education, combining general education courses with vocational training and cultural development. AECs actively utilized project-based learning, which followed the following algorithm: "idea → project → plan → implementation → control." This approach is reminiscent of modern problem-based learning methods aimed at developing critical thinking and practical skills in students.

How They Studied at Evening School

People of all ages attended evening schools. Teenagers and adults who were the same age as their parents could study in the same class. This created a unique atmosphere of exchange of experience and knowledge, allowing students to develop in a multifaceted educational environment. Evening schools provide an opportunity for people of all ages to acquire new skills and improve their qualifications, making them an important element of modern education.

The majority of evening students were young people aged 15–22. As a rule, these were those who, from an early age, were forced to provide for themselves and sometimes their relatives. Among them, many children came from boarding schools and orphanages, which highlights the social problems they face. These young people strive for independence and self-development, making them an important part of society.

By the 1960s, adult literacy rates had risen significantly, and complete illiteracy had become rare. Evening schools primarily attracted students seeking to complete their high school education.

The history of education has seen some amusing and unusual incidents. One such event was a decision made in 1954 in Kirsanov and Morshansk, located in the Tambov region. At that time, students from general education schools began to be sent to evening schools for the purpose of "reform." As a result, approximately 60% of students in working-class youth schools found themselves unemployed. Thus, evening schools became a place of learning for troubled teenagers, which significantly changed their original purpose and target audience.

Classes were held from 7:30 PM to 11:30 PM, which led students to jokingly refer to their schools as "night schools."

Some schools introduced shifts: morning, day, and night. One student recounted that her school had two tenth grades: "AB" and "B." Students in class "AB" had the opportunity to attend classes both morning and evening, depending on their work schedules, while class "B" studied exclusively in the evening. This created a flexible environment for students, which contributed to more effective learning and better assimilation of the material.

A number of schools, such as those for agricultural or river transport workers, conducted instruction exclusively during the off-season. This allowed students to focus on acquiring the knowledge and skills necessary for their professional activities without the distraction of ongoing work responsibilities. This approach facilitated a more thorough understanding of the curriculum and the training of specialists in demand in agriculture and river transport.

Evening schools typically held classes for four hours a day, four to five times a week. Students studied Russian language and literature, mathematics, physics, chemistry, natural science, history and the Constitution of the USSR, geography, and foreign languages. Although political work in evening schools was conducted irregularly, discussions were sometimes organized on topics such as the Great October Revolution and Stalin's Constitution. These classes helped students develop an understanding of historical events and the foundations of the Soviet political system, which was an important aspect of the educational process during that period.

In the 1940s, the People's Commissariat of Education developed the first specialized curricula for evening schools, based on traditional school textbooks. However, specialized textbooks for evening students only began to appear in the 1960s and 1970s. By the following decade, the number of such textbooks exceeded 80 titles. Some of these textbooks were so successful that they began to be used in ordinary children's schools.

Students passed transfer exams using pre-prepared tickets.

Still: film "Spring on Zarechnaya Street" / Odessa Film Studio

There was also time for leisure in school life. On Sundays, dance evenings and amateur performances were often held in educational institutions. Such events contributed to the cultural development of students and the strengthening of the school community. Dances and performances created an atmosphere of unity and joy, allowing children to show their talents and take a break from academic worries.

How evening schools laid the foundation for a new didactics

In 1960, the Research Institute of Evening and Correspondence Secondary Schools was founded within the structure of the Academy of Pedagogical Sciences. This institution was the first in the country to focus on the study of the socio-pedagogical and psychological aspects of adult education. Here, research began aimed at identifying optimal methods of evening and correspondence education, which helped to improve the quality of education for adult students. The Institute played a key role in the development of distance learning theory and practice, shaping modern approaches to education in a changing society.

The Institute's staff developed effective principles for adult learning, curricula for various subjects, and specialized textbooks tailored to the specific needs of this audience. They also developed general recommendations for creating textbooks for adults, as well as teaching methods for specific subjects and methodological guides for teachers working with adult learners. Furthermore, they defined principles for optimal teaching loads for working students. The work of the Institute's scientists in the field of pedagogy has led to the emergence of a new field—adult didactics—which is actively developing and being implemented in the educational process.

The American educator Malcolm Knowles is considered the founder of andragogy, the science of adult learning. In 1973, he published his book "The Adult Learner," which became the main source in this field. However, it is worth noting that at the same time, Soviet psychologists and educators were actively engaged in serious research in a similar area. Important scientific works include works such as “Development of cognitive mental functions of adults and optimal conditions for their learning,” created under the supervision of Professor B. G. Ananyev, and “Motivation of cognitive activity of adult students,” a study under the supervision of Professor G. S. Sukhobskaya and Yu. N. Kulyutkin. These studies have made significant contributions to the development of andragogy and have shaped approaches to adult learning in various contexts.

Malcolm Knowles Photo: Alchetron

The Research Institute studied the characteristics of the cognitive activity of adults at different stages of life. Research has shown that the life experience of adults plays a key role in the learning process. It can be both useful and hindering, since it sometimes leads to the formation of stereotypes and misconceptions. Understanding these factors is important for optimizing educational programs and increasing the effectiveness of adult learning.

Research by the Research Institute of evening and correspondence secondary schools became the basis for the formation of the theoretical foundations of lifelong education. These studies played a key role in understanding and developing educational models that provide the opportunity to acquire knowledge throughout life. Lifelong education has become an important element of the modern educational process, offering flexible approaches to learning adapted to the needs of different categories of students.

Why studying at evening schools was difficult

In the first decades of operation of Soviet schools for adults, a significant number of students did not complete their studies. The student dropout rate sometimes exceeded two-thirds, and in some cases reached almost three-quarters. At the 12th Congress of the Komsomol in the 1953/1954 academic year, it was announced that 280,000 evening school students had not completed their education. Meanwhile, the number of excellent and good students remained extremely low. These data highlight the problems with attracting and retaining students in the educational process, which is an important aspect of analyzing the effectiveness of the Soviet adult education system. Combining study and work presents significant challenges. Many adult students are forced to work not in offices, but rather in heavy physical labor. After a long day of work, for example, in a factory, getting to evening classes becomes a real challenge. Concentrating on the material and absorbing knowledge in such conditions is especially difficult. Tambov Regional Komsomol Secretary Lisitsyn also raised this issue, drawing attention to the difficulties students face when combining study and work.

A young worker striving for education sacrifices many pleasures and deprives himself of familiar things. He spends eight hours at a machine or other work, then four hours listening to the teacher at school, and at least three hours preparing for lessons at home. As a result, out of a 24-hour day, he has only nine hours for rest, sleep, food, and other vital activities. This hard-working approach demonstrates the importance of striving for knowledge and development, even if it requires significant effort and sacrifice.

The article examines the development of the general evening education system in Russia and the role the Komsomol played in this process. The authors, A. A. Belyaev, V. E. Bredikhin, and A. A. Slezin, focus on how the Komsomol contributed to the development of evening educational institutions, providing access to knowledge for a wide segment of the population. The historical aspects and social conditions that influenced the formation of this educational system, as well as its significance for society as a whole, are examined. The work highlights the importance of evening education as a tool for social mobility and cultural development, emphasizing its relevance in the context of modern education. Work often conflicted with the academic schedule, which created difficulties for students. Employees worked two shifts, and only those who worked during the day were able to study in the evening. At some enterprises, employers accommodated employees by adjusting their schedules to suit their educational needs, while at others this was not the practice. This approach to organizing work time could significantly impact the quality of education and the ability to combine study with work.

Workers were often sent on unscheduled business trips or to various jobs. At the beginning of the 1972/1973 school year, classes at the Surgut evening school were effectively disrupted, as city businesses sent their employees to harvest potatoes and mow hay. This circumstance has negatively affected the educational process and accessibility of education for city residents.

Still: film "Spring on Zarechnaya Street" / Odessa Film Studio

In the post-war years, poverty significantly impacted the educational process. Many children lacked even basic warm clothing and footwear. Educational institutions, especially in remote regions, experienced serious financial difficulties, and the condition of their buildings left much to be desired. In some cases, schools were housed in the premises of daycare centers, but this created additional problems, as post-war educational institutions operated in three shifts, and adult students were not always able to comfortably concentrate on their studies. In the worst conditions, classes were held in cold, poorly lit rooms. Unsurprisingly, it was not possible to provide evening schools with separate buildings until the collapse of the USSR.

Textbooks, visual aids, laboratory equipment, teachers' desks, bookcases, desks, chairs, and blackboards were all in short supply. This shortage significantly impacted the educational process. Teachers and students lacked the necessary materials for proper instruction and organized learning spaces.

Indirect factors also contributed to the situation. For example, inadequate public transportation in the evenings meant that students were unable to reach school. This negatively impacted attendance and academic performance. Improving transportation infrastructure in the evenings could have significantly increased the accessibility of educational institutions for students.

In 1947, the Arzhen factory in the Tambov region employed 900 people, fewer than ten of whom had a secondary education. These figures highlight the low level of educational preparation of workers at the time. The factory is a prime example of a time when professional skills were often valued more than formal education, reflecting general trends in mid-20th-century Russian industry.

The quality of educational activities was often questionable. It's worth noting that serious attention to developing specialized approaches to adult education only began in the 1960s. Before that, teachers conducted lessons at their own discretion, which did not always contribute to effective learning. The importance of a professional approach to adult education is undisputed today, and that's why modern educational programs focus on the use of proven methods and technologies.

Students often missed classes due to work. Given that classes were held in the evenings, organizing additional classes and consultations for those who fell behind proved extremely challenging.

Some regions and rural communities experience a shortage of teachers. This problem affects the quality of education and the availability of educational resources for students. Eliminating the teaching staff shortage is an important task for improving the level of education in these areas. Measures are needed to attract and retain qualified specialists to ensure children have the opportunity to receive a quality education, regardless of their place of residence.

Gradually, the problems of evening schools began to be addressed, leading to an increase in enrollment. Enterprises and government agencies provided educational institutions with the necessary equipment, and public councils under regional party committees facilitated the training of workers. People were actively encouraged to obtain an education. In the 1950s and 1960s, student benefits were introduced. For example, students with good academic performance received a reduced work week with half their pay. Paid leave was also provided for exams. This contributed to an increase in the level of education and qualifications of the workforce, which in turn had a positive impact on the country's economy.

As teachers became more professional, specialized methods for teaching adults emerged. These approaches take into account the unique needs and characteristics of adult audiences, making the learning process more effective and targeted. Modern educational technologies and learning psychology play a key role in creating adaptive programs that promote deep knowledge acquisition and skill development.

Why the Decline of Adult Schools

In the late Soviet years, teenagers increasingly chose to continue their education after eighth grade rather than go to work in factories or on collective farms. They preferred to enroll in high school or technical schools. Older generations who aspired to receive an education had already completed their studies. As a result, the need for evening schools gradually diminished.

For some time, the state continued to set quotas for student admission and graduation. As a result of the drive for high scores, teachers began to inflate students' grades to prevent them from dropping out. As a result, graduates of adult schools were less prepared than graduates of traditional children's schools. This created a gap in knowledge and skills, which negatively impacted the education system as a whole.

In the mid-1980s, government authorities recognized the situation and closed more than 18,000 evening schools. This decision impacted the accessibility of education for many people seeking to gain knowledge outside of traditional school hours. The closure of evening schools was an important stage in changing educational policy, which reflected new priorities in the education system.

Secondary schools for adults continue to exist despite the changes in the education system. As of 2017, approximately 700 institutions offering this form of education operated in Russia. These schools provide adults with the opportunity to obtain a secondary education, which is important for improving their skills and competitiveness in the labor market.

Primary sources of information play a key role in the research and decision-making process. These include scientific articles, books, official reports, statistical data, and online resources. These sources provide reliable and up-to-date information necessary for in-depth analysis and informed conclusions. When selecting sources, it is important to consider their authority, relevance and objectivity. Using a variety of sources helps to create a complete and comprehensive understanding of the topic, which in turn contributes to a more high-quality and informed approach to the problem.

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