Abstract
Girls are moving to technology education and careers less than boys. This paper attempts to summarize the inputs provided on the question of the relationship between gender and curric-ulum and gender-class practices within the European project UPADTE (Understanding and Providing a Developmental Approach to Technology Education). It focuses on two aspects: a description of the organization and content prescribed for different levels in different countries (Austria, Estonia, Finland, France, Germany, Romania, Slovakia, Scotland, Spain) and a description of what emerges from the most significant elements contained in the case studies proposed to promote the development of education technology which encourages girls.
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