Who We Are

The School in the Cloud platform is a Self-Organised Learning Environment, or SOLE which can exist anywhere there is a computer Internet connection, and students who are ready to learn


Turning the world of education on its head through self-organised learning environments (SOLEs)

Located in a rural Montessori middle school, Dasghara in West Bengal is about three hours from Kolkata. It is the the School in the Cloud’s smallest purpose-built research lab to date at just 15ft wide.

It was also the cheapest at £7,500 – part of an experiment by Sugata Mitra to see just what was possible if he aimed small and employed local contractors, personally handling the project management from start to finish.

Dasghara has a special place in Prof. Mitra’s own family history, as it is located near his mother’s ancestral home and the lab is based in a school that was originally funded by his Grand Uncle Aunt.

The lab was officially opened on 2nd October 2016 (Gandhi’s birthday). It has been designed for use by 24 children between 5 computers. As is the case with the George Stephenson and Greenfield SOLE labs in the UK, the children will be in charge of running this lab.

SOLE has recently been introduced at Clever International School and was received with great enthusiasm by teachers and pupils.

Children as young as 9 years old are being offered the opportunity to work as a team in search of knowledge, exchanging ideas freely with own and members of other teams, while the teacher is the silent observer.

In this short period of several months, there has been noticeable improvement in pupils’ self-confidence. They patiently await to hear the Big Question and immediately begin typing on their laptops, agreeing easily on the role each child will take. In addition, their presentation skills have excelled.

They have learnt to prepare their presentations as they are searching for the answer, experimenting with different ways of doing it: on the board, as PPP, with drawings…Finally, what was noticed as another positive aspect of this approach is the children’s improvement in English, as it is not their native language. On the other hand, the teachers enjoy observing the children become more and more independent, driven by passion for learning

Gloucester Road Primary School has embarked on a journey in developing 21st Century learning. The DEEP Curriculum focuses on REAL Projects allowing the development of SOLE to research our big questions. (D – designed for challenge, E – experiential, E – environmental immersion, P – project led).

Our curriculum is designed and centred on our children’s needs and is relevant to their life experiences. Our learners are central to all experiences, activities and projects. Ensuring all children know what they are doing and why. Projects are embedded into themes and are driven by leading questions, produce outcomes that have a real purpose and are exhibited to a wider, authentic audience beyond the school.

The DEEP curriculum focuses on fewer things in greater depth and is designed so the quality time on key concepts ensures deeper learning. Key experiences relate directly to the theme and projects. They are exciting, adventurous and inspiring, whilst delivering essential content. Total environmental immersion from the corridors to classrooms and through to the outdoor provision, engages and inspires our learners.

SOLE Argentina aims to promote the SOLE methodology so that it becomes a well-known pedagogical theory which is shared, implemented and experienced by Argentine teachers on a regular basis. We aim to promote and advance 21st Century skills amongst primary and secondary students and teachers and enable them to fully participate and succeed in an interconnected global society. Our ultimate goal is to design and implement a set of educational policies based on the main tenets of the SOLE approach. To accomplish our vision, we have built a network of public-private partnerships with education professionals, NGOs, government and civil society agents.

As well as working in close cooperation with SOLE Central, we are setting up a research hub in Buenos Aires, Argentina through IITA (Institute of Research and Technology and Learning), a University of Buenos Aires agency.

SOLE Australia Network is a group of schools who are interested in developing SOLE as a mainstream classroom teaching strategy. The SOLE Australia Network is led by Paul Kenna, Principal of Belle Vue Park Primary School and Brett Millott, Principal of Aberfeldie Primary School.

Our interest in SOLE began in 2010 when we attended a State Wide Principal Conference that had a strong Learning Technology focus. Sugata Mitra was one of the key-note presenters and his ideas immediately struck a chord. It seemed that this quite significant paradigm shift in the way group learning was conducted would address a need that we had observed in our schools. Students were completing the tasks set for them by their teachers, but weren’t developing that level of passion for learning or being really active participants in the learning which we felt was so important.

It became very apparent from our early classroom trials that SOLE was able to do just that. Promote interest in learning and help develop the collaborative learning skills that are so important

SOLE Greece was established in response to the needs of refugee children stranded in Greece. Over 20,000 children and their families are seeking refuge in Europe and elsewhere after been displaced as a result of conflicts in the Middle East. Most of these children have been out of school for over a year and some have never been to school at all. SOLE Greece facilitates learning for children ages 6-16 in their own languages and with content sensitive to their cultural and historical background. After running a successful 5-week pilot project, we now operate in refugee camps in and around Athens delivering SOLE Sessions

SOLE Jamaica, a project run by the Kingston, Jamaica-based Literary Genius Foundation, is creating better early childhood education programs in Jamaica’s underserved communities. We aim to help young learners develop the foundational skills needed for a lifelong love of learning. After working with our first 100 students, we’ve observed a longer concentration span, sharper critical thinking skills and development as independent readers.

We believe that we can end the era of poor educational Structures in underserved communities and give Jamaican children the opportunity to refine crucial early development skills for a more successful future