Søgan um rættindini til javnbjóðis vitan: The story of the right to equal knowledge

Einaferð var tað so, at børn gingu ikki hvønn dag í skúla. Hetta er slíkt, sum foreldur ella ommur/abbar hava sagt okkum frá, alt eftir hvussu gomul vit eru. Og endamálið við at ganga í skúla? Tað var at læra at lesa, skriva, rokna og at læra bíbliusøgu. Náttúruvísindi høvdu ikki innivist í skúlanum, tað var nakað, sum børnini lærdu heima við hús, alt eftir tørvi. Væntað varð, at børnini høvdu somu lívsleið sum foreldrini, og tí kundu læra tað praktiska frá teimum. Sostatt var stórur munur á, hvat einstaka barnið lærdi, umframt hvat teimum
var í boði. Nógv er broytt; ella er tað?
AI-translation: Once upon a time, children did not attend school every day. This is something many of us have heard from our parents or grandparents, depending on our age. The main purpose of schooling was to learn reading, writing, arithmetic, and Bible stories. Natural sciences were not part of the curriculum—they were taught at home, based on practical needs. It was expected that children would follow in their parents’ footsteps and therefore learn by doing alongside them. As a result, the education each child received varied greatly depending on their home environment and what was made available to them. Much has changed since then—or has it?