Fullor\u00f0insfr\u00e6\u00f0sla \u00e1 \u00cdslandi \u2013 punktar af sj\u00f3narh\u00f3li JTJ (Uppf\u00e6rt september 2021).<\/p>\n
Gegnum t\u00ed\u00f0ina hef \u00e9g fjalla\u00f0 talsvert um alla \u00fe\u00e6tti menntakerfisins, oft me\u00f0 \u00f6\u00f0rum e\u00f0a einn. Miki\u00f0 af fyrirlestrum og einstaka greinarkorn e\u00f0a sk\u00fdrslur. \u00c9g nefni sumt af \u00fev\u00ed h\u00e9r a\u00f0 ne\u00f0an. Sj\u00e1 einnig \u00e1 heimas\u00ed\u00f0u minni. https:\/\/uni.hi.is\/jtj\/<\/a> H\u00e9r bendi \u00e9g \u00e1 efni sem \u00e9g tel tengjast fullor\u00f0insfr\u00e6\u00f0slu, beint e\u00f0a \u00f3beint. Sj\u00e1 l\u00edka um nokkur s\u00f6gukorn s\u00edmenntunar. \u00dea\u00f0 kemur vel \u00ed lj\u00f3s \u00feegar \u00feetta efni er sko\u00f0a\u00f0 a\u00f0 vitanlega dreg \u00e9g oft fram sama efni\u00f0 og set \u00fea\u00f0 \u00ed sama e\u00f0a \u00f3l\u00edkt samhengi. \u00c9g nefni \u00fea\u00f0 sem h\u00e9r kemur fram til a\u00f0 au\u00f0velda a\u00f0gengi a\u00f0 \u00fev\u00ed sem \u00e9g hef fjalla\u00f0 um \u00feessi m\u00e1l, en geri enga tilraun til \u00feess a\u00f0 draga allt saman sem fj\u00f6lmargir a\u00f0rir hafa skrifa\u00f0.<\/p>\n J\u00f3n Torfi J\u00f3nasson. (2016).\u00a0Educational change, inertia\u00a0and potential futures.\u00a0Why is it difficult to change the content of education?\u00a0European Journal of Futures Research, \u00a04: 7 \u00a0doi:10.1007\/s40309-016-0087-z\u00a0JTJ Published version<\/a><\/p>\n \u00dea\u00f0 m\u00e1 segja a\u00f0 ofannefnd grein fjalli almennt um hve lengi kerfi eru breytast. A\u00f0 vissu marki m\u00e1 l\u00edta svo \u00e1 a\u00f0 \u00ed greininni s\u00e9u r\u00f6k fyrir \u00fev\u00ed a\u00f0 byggja ekki einsleit sterk kerfi, \u00fe\u00f3tt kostir \u00feeirra s\u00e9u samt sem \u00e1\u00f0ur miklir. T.d. m\u00e1 vel vera a\u00f0 \u00fea\u00f0 s\u00e9 fars\u00e6lt hafa fleiri en eitt kerfi sem beina orku sinni og athygli a\u00f0 fullor\u00f0insfr\u00e6\u00f0slu e\u00f0a s\u00edmenntun. En \u00e9g er \u00e1 b\u00e1\u00f0um \u00e1ttum \u00ed \u00feessu efni. Almenna ni\u00f0ursta\u00f0a minnar hugsunar um \u00fe\u00e1 hli\u00f0 m\u00e1lsins er a\u00f0 hinu opinbera beri a\u00f0 \u00fer\u00f3a kerfi utan um \u00fea\u00f0 starf sem \u00fea\u00f0 styrkir e\u00f0a axlar \u00e1byrg\u00f0 \u00e1, vegna \u00feeirrar festu, fagmennsku, gegns\u00e6is og ekki s\u00edst jafnr\u00e6\u00f0is sem einkennir sterk opinber kerfi. En vegna \u00feeirra galla sem l\u00fdst er \u00ed greininni \u00fe\u00e1 tel \u00e9g skynsamlegt a\u00f0 ekki s\u00e9 a\u00f0eins eitt kerfi sem r\u00e1\u00f0i alfari\u00f0 fer\u00f0inni. Styrkur s\u00edmenntunar-mi\u00f0st\u00f6\u00f0va og n\u00e1msflokka og skyldra verkefna er einmitt a\u00f0 \u00feau l\u00fata ekki alfari\u00f0 stj\u00f3rnun sk\u00f3lakerfisins, hvorki \u00ed raun n\u00e9 \u00ed hugum nemenda \u00feeirra.<\/p>\n N\u00e6st nefni \u00e9g kafla sem er almenn umfj\u00f6llun um \u00edslenska sk\u00f3lakerfi\u00f0. Tilefni \u00feess a\u00f0 benda \u00e1 hann \u00ed umr\u00e6\u00f0u um fullor\u00f0insfr\u00e6\u00f0slu er seinni hluti hans \u00fear sem vi\u00f0 dr\u00f6gum fram nokkur einkenni kerfis\u00fer\u00f3unar \u00ed menntakerfum, ekki s\u00edst hve h\u00e6gfara og regluleg \u00fer\u00f3unin er. Vi\u00f0 s\u00fdnum hve samruni og einsleitni stofnana ver\u00f0ur einkennandi (stofnanarek) og hve b\u00f3kn\u00e1ms\u00e1hersla tekur \u00e1valt yfir \u00fe\u00f3tt h\u00e6gt fari (b\u00f3kn\u00e1msrek). \u00deetta s\u00e9r ma\u00f0ur a\u00f0eins \u00feegar ma\u00f0ur gaumg\u00e6fir \u00fer\u00f3un \u00ed 30-60 \u00e1r e\u00f0a lengur.<\/p>\n J\u00f3n Torfi J\u00f3nasson og Gunnhildur \u00d3skarsd\u00f3ttir. (2016). Iceland: Educational structure and development. In T. Sprague (Ed.), Education in non-EU countries in Western and Southern Europe, pp. 11-36. Series: Education Around the World. London: Bloomsbury. ePub: 978-1-4725-9250-7 \u00a0\u00a0Book chapter JTJ-G\u00d3<\/a><\/p>\n Nokkra punktar um mikilv\u00e6ga dr\u00e6tti \u00ed \u00fer\u00f3un fullor\u00f0insfr\u00e6\u00f0slu \u00e1 \u00cdslandi er a\u00f0 finna \u00ed lj\u00f3sriti sem \u00e9g bendi h\u00e9r \u00e1: jtjs\u00edmenntunlj\u00f3srit<\/a> Vinsamlega ekki v\u00edsa til \u00feessa texta sem er ekki vel yfirfarinn en \u00fe\u00f3 a\u00f0allega \u00f3fullger\u00f0ur, en \u00fear kemur samt margt \u00e1hugavert fram.<\/p>\n \u00c9g vildi svo gjarnan taka upp \u00fer\u00e1\u00f0inn um \u00feetta efni og b\u00e6ta vi\u00f0 efni um \u00fer\u00f3unina \u00e1 undanf\u00f6rnum \u00e1rum. Miki\u00f0 af \u00fev\u00ed efni er \u00e1 Wiki n\u00e1mskei\u00f0ss\u00ed\u00f0unni sem Hr\u00f3bjartur hefur haldi\u00f0 utan um. \u00dea\u00f0 er \u00e1st\u00e6\u00f0a til a\u00f0 \u00e1tta sig \u00e1 \u00fev\u00ed hve mikil \u00e1hersla hefur \u00ed raun veri\u00f0 l\u00f6g\u00f0 \u00e1 menntun fullor\u00f0inna, \u00fe\u00f3tt uppbygging sk\u00f3lakerfisins fyrir b\u00f6rn og unglinga hafi a\u00f0 \u00fdmsu leyti ja\u00f0arsett fullor\u00f0insfr\u00e6\u00f0slu.<\/p>\n \u00cd \u00feessu sambandi nefni \u00e9g grein sem \u00e9g skrifa\u00f0i um uppbyggingu l\u00fd\u00f0h\u00e1sk\u00f3la \u00e1 \u00cdslandi um og eftir aldam\u00f3tin 1900. A\u00f0 sumu leyti telst \u00feeirra starf til fullor\u00f0insfr\u00e6\u00f0slu, en \u00fe\u00f3 ekki alfari\u00f0. \u00deegar \u00e9g h\u00f3f greinarskrifin h\u00e9lt \u00e9g a\u00f0 \u00feeir hef\u00f0u ekki komist verulega \u00e1 skri\u00f0 fyrr en eftir 1930, en \u00ed \u00fev\u00ed efni haf\u00f0i \u00e9g rangt fyrir m\u00e9r. Mikil gr\u00f3ska var \u00ed l\u00fd\u00f0h\u00e1sk\u00f3lum \u00feegar fyrstu \u00e1ratugi 20. aldar.<\/p>\n J\u00f3n Torfi J\u00f3nasson. (1999). L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar. \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.), Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri (bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands. L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00e1 20. \u00f6ld<\/a><\/p>\n L\u00f6gin<\/a> sem sett voru um l\u00fd\u00f0sk\u00f3la \u00e1ri\u00f0 2020 eru \u00e1hugavert framhald \u00feeirrar s\u00f6gu, en inn \u00e1 milli kemur au\u00f0vita\u00f0 gr\u00ed\u00f0arleg uppbygging h\u00e9ra\u00f0ssk\u00f3lanna, einkum \u00e1 \u00e1runum 1930-1960.<\/p>\n Kannski er besta yfirlit yfir \u00fea\u00f0 sem m\u00e9r hefur fundist skipta m\u00e1li a\u00f0 finna \u00ed greinunum \u00ed G\u00e1tt. \u00c9g nefni h\u00e9r \u00ferj\u00e1 greinar sem voru skrifa\u00f0ar \u00e1 r\u00edflega t\u00edu \u00e1ra t\u00edmabili. Allt efni\u00f0 er a\u00f0gengilegt \u00e1 vef G\u00e1ttar, FA. https:\/\/frae.is\/utgafa\/gatt-arsrit\/<\/a><\/p>\n J\u00f3n Torfi J\u00f3nasson. (2013). Fort\u00ed\u00f0 og framt\u00ed\u00f0 fullor\u00f0insfr\u00e6\u00f0slu.\u00a0G\u00e1tt, \u00c1rsrit um framhaldsfr\u00e6\u00f0slu. 10<\/em>, 7-14\u00a0 https:\/\/frae.is\/gatt-2013\/<\/a><\/p>\n J\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007).\u00a0Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a>\u00a0G\u00e1tt, 4, bls. 17-22. https:\/\/frae.is\/gatt-2007\/<\/a><\/p>\n J\u00f3n Torfi J\u00f3nasson (2004).\u00a0Fullor\u00f0insfr\u00e6\u00f0sla og starfsmenntun \u00e1 \u00cdslandi. Sta\u00f0a og \u00fer\u00f3un starfsfr\u00e6\u00f0slu og s\u00edmenntunar<\/em>. G\u00e1tt, \u00c1rsrit um starfsmenntun og fullor\u00f0insfr\u00e6\u00f0slu, 1, bls. 12-19. https:\/\/frae.is\/utgafa\/gatt-arsrit\/gatt-2004\/<\/a><\/p>\n Ein \u00e1hugaver\u00f0asta ranns\u00f3kn sem \u00e9g kom n\u00e1l\u00e6gt \u00ed h\u00e1sk\u00f3lakennslu var meistararanns\u00f3kn J\u00f3h\u00f6nnu R\u00f3su Arnard\u00f3ttur sem var einstaklega vel ger\u00f0 af h\u00e1lfu h\u00f6fundar og mj\u00f6g \u00e1hugaver\u00f0. Ni\u00f0urst\u00f6\u00f0urnar voru m.a. birtar \u00ed T\u00edmariti um menntaranns\u00f3knir<\/em>. \u00c9g bendi \u00e1vallt \u00e1 \u00feessa ranns\u00f3kn J\u00f3h\u00f6nnu R\u00f3su \u00feegar fullor\u00f0insfr\u00e6\u00f0sla berst \u00ed tal, einkum ni\u00f0urst\u00f6\u00f0ur vi\u00f0talanna sem h\u00fan t\u00f3k og greiningu hennar \u00e1 \u00feeim. \u00dearna kemur m.a. fram a\u00f0 f\u00f3lk telur pers\u00f3nulegan \u00e1vinning af n\u00e1mi s\u00ednu \u00e1 fullor\u00f0ins \u00e1rum mikinn, oftast langt umfram \u00fea\u00f0 sem vi\u00f0m\u00e6lendur ger\u00f0u r\u00e1\u00f0 fyrir \u00feegar \u00feeir t\u00f3kust n\u00e1mi\u00f0 \u00e1 hendur.<\/p>\n J\u00f3hanna R\u00f3sa Arnard\u00f3ttir og J\u00f3n Torfi J\u00f3nasson. (2004). Gildi menntunar \u00ed l\u00edfi fullor\u00f0ins f\u00f3lks<\/em>. T\u00edmarit um menntaranns\u00f3knir, 1, 129-143. https:\/\/skemman.is\/handle\/1946\/14341<\/a><\/p>\n \u00cd febr\u00faar 2018 var \u00e9g be\u00f0inn um a\u00f0 koma \u00e1 fund vinnuh\u00f3ps um fullor\u00f0ins- e\u00f0a framhaldsfr\u00e6\u00f0slu \u00ed menntam\u00e1lar\u00e1\u00f0uneytinu og l\u00e1ta \u00ed lj\u00f3s m\u00edn sj\u00f3narmi\u00f0 um \u00feetta efni. H\u00e9r eru \u00fe\u00e6r gl\u00e6rur sem \u00e9g nota\u00f0i \u00fear.<\/p>\n 2018 Febr\u00faar. <\/strong>N\u00e1m fullor\u00f0inna -\u00a0horft fram \u00e1 veg.\u00a0<\/em>Erindi hj\u00e1 Samr\u00e1\u00f0sh\u00f3pi um n\u00e1m fullor\u00f0inna, mmrn, 6. febr\u00faar, 2018.\u00a0JTJ N\u00e1m fullor\u00f0inna r\u00e1\u00f0uneyti 6-2-2018<\/a><\/p>\n \u00c1 \u00e1rlegri norr\u00e6nni r\u00e1\u00f0stefnu um menntam\u00e1l \u00e1ri\u00f0 2017 lag\u00f0i \u00e9g fram ganr\u00fdni\u00f0 sj\u00f3narmi\u00f0 hva\u00f0 var\u00f0ar\u00f0i s\u00edmenntun og \u00fer\u00f3un \u00ed starfi. Sj\u00e1 einnig erindi h\u00e9r a\u00f0 ne\u00f0an fr\u00e1 2013. <\/strong><\/p>\n 2017 March.\u00a0<\/strong>Why LLL and PD might (should) be a part of the same educational discourse and be placed within the system of education? Presented on March 24th at the NERA conference in Copenhagen. 03 NERA JTJ PD 2017 conference JTJ presentation<\/a><\/p>\n \u00c1 r\u00e1\u00f0stefnu \u00e1ri\u00f0 2014 sem fjalla\u00f0i um stefnum\u00e1l \u00ed fullor\u00f0insfr\u00e6\u00f0slu r\u00e6ddi \u00e9g hve margir heimar tilheyr\u00f0u umr\u00e6\u00f0unni um menntun fullor\u00f0inna og lag\u00f0i s\u00e9rstaka \u00e1herslu \u00e1 \u00feann mun sem v\u00e6ri \u00e1 umhverfi \u00feeirra sem v\u00e6ru inni \u00ed kerfinu og \u00feeirra sem v\u00e6ru utan \u00feess. H\u00e9r er ekki s\u00edst um a\u00f0 r\u00e6\u00f0a \u00feann fj\u00e1rhagslega stu\u00f0ning sem stendur til bo\u00f0a innan sk\u00f3lakerfisins og \u00fe\u00e1 kerfislegu vi\u00f0urkenningu sem fylgir n\u00e1mslokum, t.d. \u00ed h\u00e1sk\u00f3laumhverfinu.<\/p>\n 2014 June 2014. How will the principal strands of education of adults co-exist? The character and sustainability of formal, non-formal and informal education of adults. A presentation at the 2nd conference of the ESREA Network on Policy Studies in Adult Education, Interrogating Sustainability in Adult Learning Policy: European and Global Perspectives. June 18\u201320, 2014 Aalborg University, Denmark\u00a0jtj-june-2014-aalborg-adult-education-paper-draft<\/a><\/p>\n H\u00e9r \u00e1 eftir byrja \u00e9g \u00e1 \u00fev\u00ed a\u00f0 kvarta yfir \u00fev\u00ed hve s\u00edmenntunar- e\u00f0a \u00e6vimenntunarhugtaki\u00f0 sem \u00e1 s\u00e9r mikinn hlj\u00f3mgrunn s\u00e9 samt ekki teki\u00f0 alvarlega. \u00deetta er enn meiri h\u00e1ttar veik\u00adleiki n\u00fat\u00edma menntunar, en \u00fe\u00f3 einkum kerfishli\u00f0a hennar.<\/p>\n 2013 Why LLL should be moved to the central stage of the system of education ? Paper presented at the 5th Nordic conference on adult education in Reykjav\u00edk, 5.-6. March 2013.\u00a0paper-jtj3-5th-nocae-march-5-6-2013<\/a><\/p>\n \u00c1ssamt \u00f3l\u00edkum samstarfsa\u00f0ilum hef \u00e9g unni\u00f0 fj\u00f6lmargar sk\u00fdrslur og ritger\u00f0ir sem tengjast \u00feessu efni, en bendi ekkert s\u00e9rstaklega \u00e1 \u00fe\u00e6r umfram a\u00f0 nefna a\u00f0 \u00fe\u00e6r eru til.<\/p>\n J\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir. (2009).\u00a0\u00de\u00e1tttaka \u00ed fr\u00e6\u00f0slu \u00e1 \u00cdslandi. Ni\u00f0urst\u00f6\u00f0ur \u00far vinnumarka\u00f0sranns\u00f3kn Hagstofunnar 2003.<\/a>Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00cd.<\/p>\n J\u00f3n Torfi J\u00f3nasson (2007).\u00a0Increasing Employment of Older Workers through Lifelong Learning<\/a>. EU Peer Review, 10.-11. desember 2007. Sj\u00e1 heimas\u00ed\u00f0u.<\/p>\n J\u00f3n Torfi J\u00f3nasson, og Albert Tuijnman. (2001a).\u00a0The Nordic model of adult education: Issues for discussion<\/em>. \u00cd A. Tuijnman & Z. Hellstr\u00f6m (Ritstj.), Curious Minds. Nordic adult education compared (bls. 116-128). Copenhagen: TemaNord & Nordic Council of Ministers.<\/p>\n J\u00f3n Torfi J\u00f3nasson og Albert Tuijnman. (2001b).\u00a0Nordic Adult Education Compared: Findings and Interpretation<\/em>. Golden Riches. Nordic Adult Learning, 2, 6-11.<\/p>\n J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (2001a).\u00a0Fr\u00e6\u00f0sla fullor\u00f0inna \u00e1 \u00cdslandi. Reykjav\u00edk<\/em>: F\u00e9lagsv\u00edsindastofnun. ISBN 9979-9323-9-2<\/p>\n J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (2001b).\u00a0S\u00edmenntun \u00ed lj\u00f3si fyrri sk\u00f3lag\u00f6ngu. S\u00edmenntun \u00e1 \u00cdslandi. Sk\u00fdrsla II<\/em>. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. ISBN 9979 9323-7-6<\/p>\n J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (2001c).\u00a0S\u00edmenntun \u00ed atvinnul\u00edfinu. S\u00edmenntun \u00e1 \u00cdslandi. Sk\u00fdrsla III<\/em>. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. ISBN 9979-9323-8-4<\/p>\n J\u00f3n Torfi J\u00f3nasson. (1999).\u00a0Education, self-esteem and entrepreneurialship. Developing Self-esteem and Entrepreneurialship<\/em>. A Leonardo da Vinci Monitoring Seminar held in Reykjav\u00edk 26-29 February 1999. Reykjav\u00edk: The Icelandic Leonardo da Vinci Co-ordinating Unit.<\/p>\n J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (1999). S\u00edmenntun \u00e1 \u00cdslandi. Yfirlit yfir n\u00e1m f\u00f3lks \u00e1 aldrinum 18-75 \u00e1ra og athugun bygg\u00f0 \u00e1 n\u00e1mskei\u00f0as\u00f3kn, vori\u00f0 1998<\/em>. Reykjav\u00edk: F\u00e9lagsv\u00edsinda stofnun. (38 s\u00ed\u00f0ur og t\u00f6flur.)<\/p>\n J\u00f3n Torfi J\u00f3nasson. (1992).\u00a0V\u00f6xtur menntunar \u00e1 \u00cdslandi og tengsl hennar vi\u00f0 atvinnul\u00edf<\/em>. \u00cd Menntun og atvinnul\u00edf (bls. 54-83). Reykjav\u00edk: Sammennt. V\u00f6xtur menntunar \u00e1 \u00cdslandi og tengsl hennar vi\u00f0 atvinnul\u00edf<\/a><\/p>\n J\u00f3n Torfi J\u00f3nasson, \u00c1sd\u00eds Ragnarsd\u00f3ttir og Gu\u00f0bj\u00f6rg Andrea J\u00f3nsd\u00f3ttir. (Febr\u00faar 1992). K\u00f6nnun \u00e1 \u00fe\u00f6rf i\u00f0na\u00f0ar fyrir menntun<\/em>. [F\u00e9lagsv\u00edsindastofnun: Sk\u00fdrsla sem F\u00e9lagsv\u00edsinda stofnun vann fyrir mennta m\u00e1lar\u00e1\u00f0uneyti\u00f0, 140 bls.]<\/p>\n J\u00f3n Torfi J\u00f3nasson. (1990). N\u00e1m og aldur. Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir<\/em> (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/p>","protected":false},"excerpt":{"rendered":" Fullor\u00f0insfr\u00e6\u00f0sla \u00e1 \u00cdslandi \u2013 punktar af sj\u00f3narh\u00f3li JTJ (Uppf\u00e6rt september 2021). Gegnum t\u00ed\u00f0ina hef \u00e9g fjalla\u00f0 talsvert um alla \u00fe\u00e6tti menntakerfisins, oft me\u00f0 \u00f6\u00f0rum e\u00f0a einn. Miki\u00f0 af fyrirlestrum og einstaka greinarkorn e\u00f0a sk\u00fdrslur. \u00c9g nefni sumt af \u00fev\u00ed h\u00e9r … Continue reading Almennt<\/h1>\n
Um s\u00f6gu fullor\u00f0insfr\u00e6\u00f0slu \u00e1 \u00cdslandi<\/h1>\n
Um fullor\u00f0insfr\u00e6\u00f0slu \u00e1 \u00cdslandi \u2013 G\u00e1tt<\/h1>\n
Erindi \u2013 ekki \u00fe\u00f3 a\u00f0eins um st\u00f6\u00f0una \u00e1 \u00cdslandi<\/h1>\n
\u00ddmsar greinar e\u00f0a sk\u00fdrslur JTJ um fullor\u00f0insfr\u00e6\u00f0slu<\/h1>\n