of both sexes. Previously, technology was an optional subject at senior level and was taken almost exclusively by boys. - The system of optional subjects has been radi­ cally changed, partly in order to achieve a more equal balance of the sexes in various optional courses. The regulations contained in Lgr 80 stipulate that courses must be arranged in such a way "that they cannot be expected to incur a heavy sexual bias. Should such a bias nonetheless occur, and should further information fail to produce results, the syllabus must be revised." An evaluation of options prior to the autumn term 1982 has shown that measures of this kind are most likely to be needed for courses in natural sciences, technology and languages. - As a result of practical work experience (PRAO), all senior level pupils are to gain experience of each of the following three occupational sec­ tors: technology and manufacturing; trade, communication, services, agriculture and forestry; clerical and administrative work, care and educa­ tion. In this connection, schools are to encourage pupils to familiarize themselves with occupations dominated by men and women respecti­ vely. - Handicraft teaching comprises two types of handi­ craft for all pupils, viz textile work and, secondly, woodwork and metal work. At senior level, however, pupils are allowed to choose tasks within either type. As result of all pupils being given instruction in both types of handi­ craft, boys and girls will acquire skills which used to be mainly reserved for women and men respectively. - 7 - - Typing practice forms part of various school subjects. If both sexes learn to type, this can contribute towards greater equality. - As a general rule, boys and girls are to share sports lessons throughout elementary school. The sports syllabus does not include any provisions 
**Analysis**
The text appears to be discussing measures taken to promote gender equality in education, particularly in the fields of technology, natural sciences, and vocational training. The focus is on providing equal opportunities for both boys and girls to acquire skills and experience in various areas, and to challenge traditional gender stereotypes.

**Category**
Education, Employment