This paper provides a comparative account of the educational objectives of technical-technological area in the compulsory school system of Croatia and Sweden. It is evident from the analysis of curricula and syllabuses that both countries are aiming to achieve (almost) identical objectives in the area. However, the number of lessons required for the realization of subjects within the technical-technological framework in Sweden is considerably bigger than the one in Croatia. This raises a question whether the Croatian time-table is adequate for the realization of educational intentions as well as for the development of basic competencies needed in the area. The question is even more important because experiences from the practice clearly indicate that the scheduled number of lessons is insuffi cient.
