onCourse for TAFEs and education systems
Give people a clear way into your TAFE’s short courses.
Your TAFE helps people take a next step in work and learning, and helps employers build the skills they need. Making a course available should lead to a clear way to find it, join it and prepare for learning. onCourse connects course information, enrolment, communications and administration. ISH works with your team to agree a useful starting scope alongside the systems your TAFE already relies on.
Start with the work you want to improve
Turn a training opportunity into a clear next step.
A learner may be building a new skill. An employer may need places for several people. Both need understandable course information, a suitable pathway into the program and confirmation of what happens next.
Behind that experience, your staff need the right enrolment, payer and delivery records together. We work through those scenarios with you, including paid or funded participation where relevant.
A course list connects to an enrolment summary showing the selected course, class, learner details and payment as clear steps without personal data.
Know what is happening, and where your team needs support.
You need to see which programs people are joining, where work is becoming difficult and how the financial activity relates to delivery.
onCourse’s enrolment, class and financial records, reports and exports provide a basis for that review.
We agree the definitions, reporting responsibilities and connections with your team so the information can be checked and used. A new reporting feed or cross-institution consolidation has its own scope.
How would this connect with our existing systems?
Agree which system holds each record, who can use it and how information moves between teams. We scope and test the finance, student, learning and identity connections your institution needs.
That includes where course details are maintained, how payment information reaches finance, which learner information is exchanged and who investigates a failed transfer. Access and reporting requirements are considered with the institutions involved.
Paid and funded enrolment: the practical checks
The handbook documents funded-training progression and funding invoices for a single enrolment under a configured non-fee-for-service funding contract. For programs where a learner does not pay a fee, the enrolment, payer, invoice, confirmation, reporting and reconciliation path should still be configured and tested. This does not establish funding eligibility or promise automated government claims.
Follow one course, then agree where to start.
Choose a short course or skill set your team knows well. Follow it from publication and enrolment through delivery and reporting, including an ordinary complication such as a changed date or an employer booking.
See the work as it happens.
Identify the people, records and handovers involved. Include paid or funded arrangements where they apply, and note what already works well.
Agree what needs to stay connected.
Clarify which system owns each record, what your staff need to see or change, and where finance, student or learning systems are involved.
Check a useful first scope.
Use representative learner, staff and finance scenarios to explore onCourse’s existing capabilities, your local setup and any connections requiring separate work.
onCourse is an established platform. The first scope brings that capability together with your institution’s information, responsibilities and agreed checks.
See the work onCourse already supports.
Explore documented tasks for course publication, enrolment, communications and reporting. The capability matrix separates existing onCourse capabilities from your institution’s setup and work that needs separate agreement.
The Sydney Short Courses customer story also describes ISH’s work connecting course operations with university finance and content systems. It provides a relevant institutional example to examine alongside the particular systems and responsibilities of your TAFE.
Work through a course with your colleagues.
Use the practical guide to map publication, enrolment, changes, finance and completion. It can help your program, administration and technology teams identify one part of the work worth exploring together.
Read it online and use it with your team. No sign-up needed.
Map a course with your colleaguesStart with a scope that works. Make further participation repeatable.
Begin with the courses, teams and institutions in the agreed first scope, and test the learner, staff and finance scenarios that matter. Further institutions can use the same maintained onCourse product and a repeatable onboarding approach, with their own preparation, settings, responsibilities and data boundaries.
Each institution retains its dedicated environment, course work and local data. Where shared identity, coordinated discovery or consolidated reporting would add value, define and validate that work separately before making a rollout commitment.
Illustrative dedicated-environment model
Institution A
Its own dedicated environment and local data
- Course information
- Enrolments
- Communications
- Reporting
Institution-specific branding, settings, responsibilities and local data boundaries.
Institution B
Its own dedicated environment and local data
- Course information
- Enrolments
- Communications
- Reporting
Institution-specific branding, settings, responsibilities and local data boundaries.
Shared support foundation: the maintained onCourse product and operation
Common product maintenance, updates and support. Each institution keeps its own environment and local data boundaries.
A further institution
Repeatable onboarding with its own environment, local setup, preparation, testing and acceptance.
Shared services, if agreed
Shared identity, coordinated discovery and consolidated reporting are separately scoped and validated. Agree governance, data flows, permissions, measures, reconciliation and support ownership before relying on them.
Start with the first scope
Validate the learner, staff and finance scenarios for the selected programs or institutions.
Make participation repeatable
Prepare each further institution’s branding, responsibilities, configuration and local data boundaries, then test and accept its setup.
What would you like your TAFE to be able to do?
Tell us what you want learners and local teams to be able to do. We’ll explore a familiar course, your present arrangements and the responsibilities and systems that need to stay in view.
The aim is a clearer starting point, relevant evidence to review and the questions that need further investigation. Where useful, we can bring the right program, administration, finance or technology colleagues into a focused follow-up.
Talk through your TAFE’s priorities Explore onCourse at your own paceStill clarifying your aims? Work through your priorities first.