Every individual aspires for quality life, that is possible to achieve with suitable education. A person with nutritional, environmental and finance literacy, that is also moral, self-dependent, critical and creative, has all attributes to create quality life. Home economics is a subject that contains contents from all three fields of literacy (nutritional, environmental and financial), therefore it prepares pupils for life and teaches them, how to critical decide and evaluate own actions, that will influence environment acceptably and will not brake its activity. Teaching home economics is speeding up pupils' preparation for changes and is teaching them to search new solutions, that will allow human civilization to function in a sustainable manner. That is the reason, why is important to spread awareness about importance of teaching home economics contents. With this dissertation, I wanted to find out which contents were appearing in curriculum of home economics in countries Estonia, Finland, Ireland, Iceland, Norway, Northern Ireland and Sweden, what is the intention and the organization of this subject. With comparison of gained results I wanted to form suggestions, that would help to gain better home economics education in Slovenia. Analysis showed me, that the most extensive module in all countries is Nutrition, less extensive are contents of environment protection and textile. In some countries, Home economics is placed upon entire years of schooling or in last three years, while Slovenia placed it in 5th and 6th grade. Basic aim in all countries is, to give pupils home economics knowledge and teach them skills for quality life in family and society.