As part of the Renoir-IUT research program (https://renoir.uca.fr), we have initiated research on statistics resources in French university technology degrees (DUT). The DUTs are very popular two-year university courses offered in almost every city in the country. These diplomas are organised into 24 specialties (16 in the industrial sector and 8 in the service sector). For each specialty, curriculum is defined by a national commission in order to guarantee a unity of diplomas regardless of the institution in which the diploma is obtained. The variety of these courses implies various contexts for which the content taught must be adapted according to: disciplinary sectors, student audiences and core of the profession. Some of the subjects taught are transversal, i.e. included in all specialties. In statistics, the application of elementary, stable and relatively old statistical content in very different contexts provides an opportunity to establish to what extent the selection of apparently immutable formal knowledge is malleable and adaptable to very different professional and educational contexts. What influences and compromises do these curricula reflect? In order to begin to answer these questions, we propose to analyse each syllabus in the 24 diplomas in a grid. We will show the importance of statistics teaching in these curricula according to their quantity and nature. All the course syllabi are available on the Ministry's website. We have consulted them one by one to produce a table listing the most important elements, i.e. 22 variables: - name of the diploma, course identifiers and titles; - semesters, number of hours taught, nature of the courses, coefficient; - the concepts being taughts: measure of central tendency, dispersion, statistical tests, linear regression... We found that in each diploma there is a redefinition of statistical quantitatively and qualitatively. Statistical knowledge is influenced either from secondary school or directly from disciplinary cultures. Scientific diploma is particularly marked by notions of mathematics where computer instrumentation is secondary while mathematical notions are central. In the service sector diplomas, instrumentation and the use of computers are more important in order to promote the operationality of knowledge. To understand these differences, it is necessary to look at the process of curriculum production, made by negotiation between industry, institutions and academia. Two factors allow us to understand the variations of statistics teaching between the diplomas: social reference practices and organizational effects.