The end of SENCE self-paced learning in Chile marks a significant change in training funded through the Tax Franchise and raises the standard for online learning.
Workforce training in Chile has just received a clear signal: it is no longer enough to digitize content and call it eLearning.
Through Exempt Resolution No. 632/2026, the National Training and Employment Service (SENCE) has modified the Tax Franchise regulations and will no longer authorize new courses under the “Distance Learning – Self-Paced Learning” modality.
The decision targets an issue the sector has known for years: courses that are completed, but do not always demonstrate active participation, pedagogical follow-up, or real learning.
In practice, this is a major change for companies, OTECs, and training providers in Chile. It is also a warning: the future of funded training does not lie in accumulating content, but in generating real evidence of learning.
The model that is starting to fall behind
For a long time, a significant part of training funded through the Tax Franchise operated under a very simple logic.
- A physical or digital manual
- Sequential screen progression
- A final assessment
- A sworn statement as supporting evidence
The problem is that this model, based on self-instruction and static content, left little room to verify how the learner actually participated and what they had learned during the process.
That gap is precisely what SENCE seeks to address with this regulatory update.
This is not the end of eLearning in Chile
It is important to say this clearly: this does not mean the end of online training.
What is changing is not the possibility of remote training, but the standard that training must meet in order to remain within the system.
Courses that include interaction, follow-up, consistent assessment, and learning traceability will continue to have a place.
What is gradually losing ground is a low-demand model in which the learner consumes information passively and the learning process is left with almost no evidence.
The major problem with many online courses
For years, part of corporate eLearning has replicated an overly basic logic: transferring a manual or a presentation to a screen and turning progress into a synonym for learning.
This leads to courses where:
- The learner consumes information passively
- Assessments measure memory, not competencies
- Progress depends only on time connected
- Real learning is difficult to demonstrate
The result is well known to any training manager: many completed courses, but little effective transfer to the workplace.
What changes for companies and providers
The signal sent by SENCE is strong. Training funded through the Tax Franchise now needs to demonstrate more quality, more follow-up, and more impact.
This forces a rethink of how training programs are designed.
It is no longer enough to deliver content. What matters now is how the learner participates, how their progress is measured, and what evidence exists that they are truly developing skills applicable to their work environment.
For some providers, this change will require a complex adaptation. For others, it represents an opportunity to evolve toward training that is more robust, more measurable, and more useful for organizations.
At Fit Learning Systems, we have been committed to a different model for years
At Fit Learning Systems, we have long argued that the real problem with eLearning is not the technology, but how it is used.
That is why our courses are designed so that the learner stops being a spectator and becomes an active participant.
Our programs combine:
- Microlearning
- Simulations
- Practical challenges
- Applied assessments
The goal is clear: the learner must think, decide, and apply what they have learned, instead of simply moving through content.
Artificial intelligence for real-time assessment
One of the distinctive elements of this approach is the use of interactive activities assessed through artificial intelligence.
Instead of answering memory-based questions, the learner must solve situations, analyze contexts, and make decisions similar to those they would face at work.
Our virtual assistant ADI analyzes responses and delivers immediate, detailed feedback, helping reinforce learning, detect mistakes, and guide continuous improvement.
This approach turns training into an active, measurable, and personalized process.
You can see an example here: interactive tasks with AI.
Theory, practice, and support throughout the entire process
Our methodology combines different elements to ensure a more complete learning experience:
- Theoretical content in short modules
- Practical activities
- Decision-making simulations
- AI-based virtual tutors
These tutors support the learner throughout the training process, answer questions, and guide learning in real time.
This is a pedagogical model focused on learning, consolidating, and practicing, with an emphasis on knowledge retention and its application in the workplace.
A platform prepared to respond to new requirements
Course delivery takes place through SmartMobile, our learning platform designed to register and measure the entire training process.
You can learn more here: SmartMobile.
Among other functionalities, the platform allows for:
- Learner progress tracking
- Training activity records
- Assessments and certifications
- Evidence of learning
In addition, courses can be taken from computers or mobile devices, making access to training easier from anywhere.
How Fit Learning responds to the end of SENCE self-paced learning
The SENCE decision does not only modify one modality. It also sets a direction for the entire training ecosystem.
Online training in Chile can no longer rely only on digitized content and passive processes.
Organizations that want to make use of the Tax Franchise will have to invest in learning experiences that truly generate learning, enable follow-up, and provide concrete evidence of the process.
For those of us who believe in well-designed eLearning, this change is not a threat.
It is simply the next step.
