MavericEdu runs the full academic lifecycle for universities — courses, attendance, assessment and exams — computes OBE attainment from question-wise marks against the program outcomes you define, and compiles it into the evidence pack your accreditation cycle asks for.
Every module shares one record of students, courses and outcomes — so nothing is re-keyed and nothing drifts out of sync.
Enrollment
Open-credit & batch
Enrol a whole batch into its scheduled courses, or register students per term against course offerings with capacity limits. Bulk CSV import for either.
Attendance
GPS + OTP verified
A session is anchored to the classroom when the teacher opens it. Students mark in only from inside the geofence, with the code for that class. No proxy marking, no paper sheets.
Courses
Course management
Course outlines, learning outcomes and assessment plans in one place — published as a formatted outline document per offering.
Curriculum
Approved course definitions
One approved rationale, objectives, week plan and reading list per course — versioned and signed off. Each teacher's outline is copied from it and records the version it took, so a definition that moves shows up as a prompt to review, not a silent divergence.
Assessment
Randomised proctored quizzes
Build a question bank by CSV, then generate a different paper for every student. Sittings are geofenced, OTP-gated and time-boxed.
Exams & marks
Formative & summative
Attendance, formative and summative marks compose into one result per course. Question-wise marks are tagged to outcomes, so attainment falls out of grading.
OBE
Outcome engine
Map course outcomes onto program outcomes, PEOs and the Washington Accord knowledge profile — then compute attainment against your own thresholds.
Reports
Transcripts & reports
Traditional and OBE transcripts, grade sheets, tabulation sheets and attainment reports — as PDF or Excel, on demand.
Examinations
Committees & tabulation
Constitute an exam committee, assign examiners, and run single, double or third-examiner moderation. Grade sheets and tabulation sheets generate from the same ledger.
Mobile
Student & teacher app
Teachers open sessions and students mark in from Android or iOS. Marks captured out of signal are queued on the device and sync when the network returns.
Analytics
Grade distribution
Letter-grade spread, pass rate and average GPA for an examination — whole cohort or one course, with incompletes counted separately from failures.
Improvement
CQI feedback
Instructors record what fell short and what they will change, against the course and cohort it happened in — the closing half of the loop, kept with the evidence.
Governance
Policy & access control
Grading schemes, mark distributions and attainment thresholds resolve faculty → program → department. Roles are defined per endpoint, and admins are scoped to their department.
Accreditation
Evidence packs
Compile a programme's outcome evidence into a sectioned dossier. Computed sections resolve live while the pack is a draft, and freeze the moment you finalize it.
Course file
Evidence, filed as you teach
A per-offering checklist your department defines per course type. Six items — outline, attendance, grade sheet, attainment, CQI, instructor CV — fill themselves from the record, and the ones that cannot say why. Submit, verify or return, export as one PDF.
Readiness
Score yourself first
BAC's ten standards and 63 criteria, scored against the published descriptors with the responsible level marked against each — before the assessors do it. Run it as a committee, and export the assessment sheet as PDF or Excel.
Stakeholders
Self-assessment surveys
Build the stakeholder instruments an OBE self-assessment asks for, distribute them by link, and read the results back where the evidence pack can cite them. No separate survey tool, and nothing re-keyed between the two.
Faculty
Qualifications & research
Degrees, rank, appointment type, experience and publications — imported from your HR roster. Student–faculty ratio and five-year research output are derived, not typed.
Cohorts
Progression & retention
Semester progression, cohort retention and graduation rates, computed against your faculty's own passing GPA and graduating-credit policy — never a hardcoded assumption.
Assurance
Section sign-off
A named approver signs a section, and the signature records a fingerprint of exactly what they saw. It goes stale the moment a mark underneath it moves.
The OBE engine
Attainment that computes itself.
Stop assembling accreditation evidence in spreadsheets after the fact. In MavericEdu, every question-wise mark a student earns flows through the mapping you defined and lands as measured attainment.
01
Define outcomes
Author course outcomes and the program catalogues alongside them — POs, Programme Educational Objectives, and the Washington Accord knowledge profile and complex problem/activity ranges.
02
Map the matrix
Tick which program outcomes each course outcome addresses. One matrix, curated per program, is the single source of truth every report reads.
03
Assess against them
Tag each exam question to a course outcome. Formative and summative marks are then attributed to outcomes automatically as they are entered.
04
Attain & analyse
Attainment is computed per outcome — by course, cohort, term, student and program — against thresholds you set, flagging every outcome below target.
05
Report & close the loop
Export attainment reports and OBE grade sheets as PDF or Excel, and record instructor CQI feedback against the courses that fell short.
Accreditation packs
The dossier, compiled — not assembled.
A submission is not a report. It is a hundred-page dossier drawn from a dozen sources. MavericEdu compiles the half that is computable, asks for the half it cannot know, and tells you at every moment what is still missing.
Computed
Resolved from the record, never retyped
Programme identity, vision and mission, the five outcome catalogues and the four matrices between them, curriculum structure, the CO→PO articulation, assessment instruments, PO attainment against target, grade distribution, the faculty table and student–faculty ratio, progression and graduation rates, five-year research output, and the CQI log. Every table states the rule it used — including exactly which students its denominator counts.
Authored
The sections only you can write
Context, self-critique and improvement plans are written in place, each against a prompt for what that section has to argue. The prose is the slow part of a submission — and the part that does not depend on anyone's numbering, so it can start long before a cycle opens.
Annexed
Paperwork that stays identifiable
Lab inventories, library returns, MoUs and audited accounts attach with a required caption. In the bundle each one is filed under that caption — 01-library-holdings-return.pdf, not scan0007.pdf — with a manifest tying every file back to the section it evidences, and naming what is absent rather than quietly dropping it.
Signed off
Stale means contradicted, not old
A named approver signs a section and the approval stores a fingerprint of precisely what they were looking at. The section is flagged stale when its content no longer matches — so a mark entered this morning can invalidate an approval, and a section untouched for two years that nothing has contradicted stays green. Revert the change and the approval stands again.
Frozen
What you submitted still reproduces
Attainment is computed from marks that keep moving. On finalize, every computed section resolves once and freezes — the screen, the PDF and the workbook all show the figures as of that day, and every further edit is refused. Reopening requires a note, and the superseded snapshot is kept permanently, so an assessor's question eighteen months later has an exact answer.
Bundled
One request, the whole handover
The dossier as PDF with a table of contents and page numbers, an Excel companion of every data table because assessors ask for the underlying numbers, and a ZIP of both plus the annexures. If the predicted page numbers disagree with the rendered file, the contents prints unnumbered — a wrong page number in a submitted dossier is worse than none.
We say provisional when it is provisional.
MavericEdu compiles the evidence for an accreditation submission — it does not fill in the accreditor's forms. Both instruments are now transcribed, so the packs carry real references rather than our own invented ones: the BAC-shaped pack is laid out under BAC's own ten standards with criterion codes quoted from Chapter 3, and the BAETE-shaped pack follows the SAR's nine criteria, in its order.
A section is coded only where the published text makes the mapping unambiguous. One that spans three criteria stays uncoded, because a plausible-looking reference on a real submission is still worse than none. And the BAC pack tells you what it does not reach: 28 sections cite 27 of the 63 criteria, and it shows you the other 36 rather than hiding them behind a tidier grouping.
Both stay labelled provisional, and the label means something specific — what is transcribed is the criteria and the standards they sit under, not the dossier format each accreditor requires. BAETE takes submissions through its own system, capped at 150 pages excluding annexures. What finalizes today is your own outcome evidence record: signed, frozen, and reproducible years later. That is the part every institution currently assembles by hand in spreadsheets, and it is the one we compute completely.
Accreditation in Bangladesh
BAC and BAETE — two accreditors, two different questions.
Bangladeshi universities answer to two accrediting bodies, and they do not ask for the same thing. Knowing which one you are preparing for changes what evidence you need to start collecting, and when.
BAC
Bangladesh Accreditation Council
The national, all-discipline accreditor
A statutory body created by the Bangladesh Accreditation Council Act, 2017, accrediting higher education institutions and their academic programmes across every discipline — business, science, humanities and engineering alike. It works through the Bangladesh National Qualifications Framework (BNQF), and leans heavily on the institutional half of quality assurance: governance, faculty, student support, facilities and the internal quality system.
EstablishedAct of Parliament, March 2017
ScopeAll disciplines, institutional and programme level
FrameworkBangladesh National Qualifications Framework
EligibilityBachelor's level or above, and at least one batch graduated two years before you apply
BAETE
Board of Accreditation for Engineering and Technical Education
The engineering accreditor, under the IEB
Established in 2003 as an independent board of the Institution of Engineers, Bangladesh, BAETE accredits undergraduate engineering programmes. It is outcome-based to the core: programmes are assessed against Programme Educational Objectives, Programme Outcomes, and the Washington Accord's knowledge profile (WK), complex problem (P) and complex activity (A) ranges — with attainment evidenced from actual student assessment.
Established2003, under the Institution of Engineers, Bangladesh
ScopeUndergraduate engineering programmes
BasisOutcome-based education — PEOs, POs, WK / P / A
AccordProvisional signatory 2016, full signatory June 2024
Why the Washington Accord matters. On 12 June 2024 BAETE was admitted as a full signatory of the Washington Accord, unanimously approved by the existing signatories at the International Engineering Alliance meetings. Under the Accord, signatories recognise each other's accredited engineering qualifications as substantially equivalent — so a graduate of a BAETE-accredited programme is recognised on the same footing as one accredited in Australia, Canada, India, Japan, the UK or the US. That status is what turns outcome attainment from a paperwork exercise into something with a passport attached.
What is the difference between BAC and BAETE accreditation?
BAETE accredits engineering programmes and is Washington Accord aligned, so it asks for outcome attainment traced to question-wise assessment. BAC is the national accreditor across all disciplines and asks a broader institutional question — governance, faculty, finance, facilities, student support and the internal quality system — alongside programme outcomes. An engineering department may pursue both; they are not alternatives to each other.
How far back does accreditation data need to go?
Further than most departments expect. BAC requires that at least one batch has completed graduation two years before the date of application, which means the evidence has to cover a cohort's whole journey, not a recent snapshot. If you begin collecting when the cycle opens, the years you most need are already behind you.
What evidence does an OBE self-assessment report need?
The parts nobody can reconstruct afterwards: course outcomes mapped to programme outcomes, assessment tagged to those outcomes, attainment computed against a stated threshold for a named cohort, and a record of what changed as a result. Most institutions assemble that by hand in spreadsheets in the months before a visit.
The rest — facilities, MoUs, financial statements — is paperwork you already have. It is the attainment trail that has to be built as you teach.
What is an IQAC and how does it relate to BAC and BAETE accreditation?
The University Grants Commission has pushed universities to establish Institutional Quality Assurance Cells as the standing body responsible for self-assessment and continuous improvement. In practice the IQAC is who assembles an accreditation submission — and who needs outcome attainment, programme review and CQI records to be available year-round rather than compiled in a panic.
Does MavericEdu produce a finished BAC or BAETE submission?
No, and we would rather say so plainly. MavericEdu compiles the evidence — outcome catalogues, the CO→PO matrix, attainment against target, progression and graduation rates, faculty and research records, and the CQI log — into a sectioned dossier with the figures frozen on the day you sign off.
Both instruments are transcribed, so the packs carry real criterion references: the BAC-shaped pack is grouped under BAC's ten standards with codes quoted from Chapter 3, and the BAETE-shaped pack follows the SAR's nine criteria. A section is coded only where the published text makes the mapping unambiguous — one spanning several criteria stays uncoded rather than carry a reference that merely looks plausible.
They remain labelled provisional because what is transcribed is the criteria, not the submission format each accreditor requires: BAETE takes submissions through its own online system with a 150-page cap and an annexure set we do not model. The prose and annexures you collect now carry straight across when that format is in hand.
Does outcome-based accreditation work for non-engineering programmes?
Yes. The outcome engine is discipline-neutral — a Bachelor of Business defines its own programme outcomes and maps its own course outcomes onto them. What is engineering-specific is the Washington Accord knowledge profile and the complex problem and activity ranges, and a BAC-shaped pack drops those entirely rather than asking a business programme for its WK mapping.
Attendance
Attendance you can actually trust.
Every session is anchored to the classroom. Students mark in only when they're inside the geofence and hold the one-time code the instructor released for that class.
GPS geofence pins presence to the room, not the campus gate
A per-session OTP that expires, so a code is no use in the next class
Live roster, exportable registers, and attendance shortfall visible per student
481206
Session code · expires in 4:58
Transcripts & reports
The evidence your accreditation cycle asks for.
Generate the traditional transcript a registrar signs and the outcome attainment an accreditor reviews — from the same record, with no reconciliation in between.
Traditional transcripts with GPA, CGPA and credits — by semester or trimester
OBE transcripts showing attainment per program outcome
Grade sheets, tabulation sheets and attainment reports as PDF or Excel
A compiled accreditation dossier with contents and page numbers, an Excel companion of every table, and a ZIP of both with the annexures
Compiles as a background job — the request returns immediately, the artifact downloads instantly thereafter
Academic TranscriptTraditional
Data StructuresCSE-211A
AlgorithmsCSE-311A−
Database SystemsCSE-321A
OBE Attainment RecordAttainment
PO1 · Engineering knowledge3.2/4Attained
PO2 · Problem analysis2.9/4Attained
PO3 · Design solutions2.5/4Attained
PO9 · Teamwork3.4/4Attained
Cumulative across every term · computed from question-wise marks
Class assessment
No two students sit the same paper.
Upload a question bank as CSV and MavericEdu builds each student a paper of its own — questions drawn in a different order, from different groups, with the multiple-choice options shuffled. Two neighbours see two different tests.
MCQ, true/false, fill-in-the-blanks, matching and short answer
Short answers scored by text similarity, with borderline ones queued for review
Publish immediately, or hold results until a teacher has reviewed them
Geofence, OTP, biometric and screen-capture rules adjustable mid-sitting
Marked papers downloadable by student and teacher afterwards
Paper · Student BSeeded
Q1 Complexity of merge sortMCQ2
Q2 A stack is ____ orderBlank1
Q3 Define a spanning treeShort5
Paper · Student ASeeded
Q1 Define a spanning treeShort5
Q2 Complexity of merge sortMCQ2
Q3 Match the traversal to its orderMatch4
Q4 A stack is ____ orderBlank1
Same bank, same marks total — a different paper per student
Enrollment
Built for how your university actually enrolls.
Whether your programs move in fixed cohorts or let students shape their own path, MavericEdu handles both without a second system.
Mode 01
Batch mode
For programs where a cohort moves together through a fixed curriculum, semester by semester.
Auto-enroll an entire batch into its scheduled courses
Semester-wise course lists, with one grade sheet per batch examination
Attendance-eligibility thresholds applied across the cohort
Mode 02
Open-credit mode
For flexible, credit-based programs where students take course offerings each trimester rather than moving as a fixed cohort.
Per-offering enrolment by the registrar, singly or by CSV, within capacity
Grades composed per offering — no batch examination required
Active, dropped and completed status per enrolment, honoured by every report
Founding Architect
MavericSoft
20 years teaching in university classrooms
Trainer of Trainers — comprehensive OBE policy
Top Software Engineering ToT, certified by JICA
Fluent in BAC & BAETE accreditation practice
Why I built MavericEdu
Faculty lose countless hours mapping and calculating attainment — time spent on documentation instead of learning modern, active teaching and assessment. MavericEdu exists to flip that: teachers focus on teaching and assessment, and the right tool handles the rest
— The MavericEdu architect
University educator · OBE & software engineering trainer
Bring it to your campus
See MavericEdu on your own programs.
We'll walk your team through enrollment, attendance and class assessment, run attainment live on a program structure like yours, and compile the evidence pack that falls out of it.