Skip to content
Back to blog
EdTech RNCP Gradly Automation

Automating RNCP management: why I built Gradly

If you work in French private higher education, you know the pain: RNCP transcripts.

Cross-referenced Excel spreadsheets with competency frameworks, blocks, ECTS credits, grades per teaching unit, weighted averages… All to be produced for hundreds of students, multiple times a year.

The problem

In the school network where I work, academic coordinators spent 2 to 3 days per session producing these transcripts. Manually. With error risks on every line.

Multiply that by 6 campuses, 3 sessions per year, and you get a time sink that produces zero pedagogical value.

The duct-tape solution

I first tried the classic approach: Excel macros, nested formulas, shared templates. It worked… until someone accidentally modified a column and broke the entire file.

The Gradly approach

I decided to build a real tool. Not an over-engineered platform — a simple tool that does one thing well:

  1. Data import: grades come from the existing information system
  2. Automatic mapping: teaching units are linked to RNCP blocks once, in a centralized framework
  3. Generation: one click, all transcripts are produced in the correct format
  4. Verification: automatic checks flag inconsistencies before publication

The results

  • Production time cut by 3: from 2-3 days to less than one day
  • Errors nearly eliminated: automatic checks catch what humans miss
  • Coordinators freed up: they can finally spend time on actual pedagogical support

What I learned

The best tool is the one people use

I could have built a full platform with 50 features. I chose to build a tool that does 3 things perfectly. Result: immediate adoption.

The field dictates the product

Every Gradly feature comes from a real problem observed in the field. Not from a brainstorming session in a meeting room.

Automation is not a goal in itself

The objective was never “automate for the sake of automating.” It was: give coordinators back their time so they can do their real job — supporting students and instructors.

That’s the difference between a tech project and a useful one.

← Back to blog