The task to solve problems should get the preferences instead of a traditional additive study-cast. In profession nowadays it is more important to realise and understand networked processes and its modelling such as learning of principles than to get detailed special knowledge. More women than men demand that technology is placed in a context, relating it to effects on society, humans and on the environment. Also the curriculum should provide a holistic view rather than a fragmented view on technology. The training contents and objectives do not appeal to women with interdisciplinary, social and linguistic interests.
Technical lectures have to adapt faster and better to the professional needs.
This appeals not so easy in view of the fact that the average age of professors of some universities and universities of applied science is very high. Teaching processes have to implement qualifications which are held for timeless. Lectures with other courses of study seem not to be so important because the decision for a technical profession has already been taken. Common reform movements have to take into account gender to improve the situation of female students. A new curricula should be developed by German education systems in response to the changing educational and professional needs of the society.