來(lái)源：市場(chǎng)資訊

　　蔣露瑤/發(fā)自北京

　　作為全球可持續(xù)發(fā)展的先行者，芬蘭已連續(xù)第五年在聯(lián)合國(guó)可持續(xù)發(fā)展目標(biāo)（SDG）實(shí)施排名中位列第一。芬蘭何以取得這樣的成績(jī)？芬蘭為何將可持續(xù)發(fā)展視為國(guó)家核心價(jià)值？4月10日，以“‘芬’享未來(lái)，‘育’見(jiàn)可持續(xù)”為主題的中芬教育交流會(huì)在芬蘭共和國(guó)駐華大使館舉辦。芬蘭駐華大使明凱（Mikko Kinnunen）在致辭中指出，可持續(xù)發(fā)展不應(yīng)停留于口號(hào)，而應(yīng)真正扎根于教育、文化、藝術(shù)與體育的日常實(shí)踐。

芬蘭駐華大使明凱（Mikko Kinnunen）

教育先行，可持續(xù)發(fā)展從童年扎根

　　明凱強(qiáng)調(diào)，可持續(xù)發(fā)展深深根植于芬蘭的教育體系之中。芬蘭國(guó)家課程體系將可持續(xù)發(fā)展作為一種價(jià)值觀，不單獨(dú)拆分為獨(dú)立的科目，而是深度融入所有學(xué)校的運(yùn)營(yíng)和教學(xué)之中。

　　明凱提到，芬蘭國(guó)家創(chuàng)新基金會(huì)（Sitra）會(huì)為學(xué)校開(kāi)發(fā)教材、工具包和項(xiàng)目，通過(guò)讓學(xué)生參與任務(wù)，引導(dǎo)學(xué)生參與回收、循環(huán)經(jīng)濟(jì)和可持續(xù)發(fā)展，培養(yǎng)他們的主人翁意識(shí)。

　　目前，Sitra已開(kāi)發(fā)了覆蓋小學(xué)、高中和職業(yè)學(xué)校的循環(huán)經(jīng)濟(jì)教材，與超過(guò)50所學(xué)校、大學(xué)和機(jī)構(gòu)合作，僅在2018-2019年間，就有超過(guò)7萬(wàn)名芬蘭兒童學(xué)習(xí)了循環(huán)經(jīng)濟(jì)課程。

　　同時(shí)，芬蘭還將公平與包容融入教育體系，通過(guò)男女同班、個(gè)性化支持、免費(fèi)教育等方式減少社會(huì)經(jīng)濟(jì)差距。明凱指出，芬蘭國(guó)家政策保障所有學(xué)生享有平等的教育機(jī)會(huì)，各學(xué)校需制定各自的平等包容方案。

　　具體的實(shí)踐中，芬蘭教育體系以全納教育為核心原則，致力于讓所有學(xué)生，無(wú)論其背景、能力或特殊需求如何，都能在主流課堂中接受教育。芬蘭教育法規(guī)定，不得因?qū)W生殘疾而剝奪其入學(xué)資格，除非該學(xué)生對(duì)自己或他人構(gòu)成危險(xiǎn)。

　　芬蘭也沒(méi)有單一性別學(xué)校，所有學(xué)校均為男女同校，男孩和女孩從基礎(chǔ)教育階段開(kāi)始就在同一課堂中學(xué)習(xí)與互動(dòng)，為男女學(xué)生提供了平等的發(fā)展平臺(tái)。

　　同時(shí)，芬蘭從學(xué)前教育到高等教育的所有階段均實(shí)行免費(fèi)教育，在基礎(chǔ)教育階段，免費(fèi)不僅包括學(xué)費(fèi)，還涵蓋教科書(shū)、學(xué)習(xí)材料、教學(xué)工具，每位學(xué)生每個(gè)上學(xué)日都能獲得一頓免費(fèi)的熱餐。對(duì)于有特殊需求的學(xué)生，還會(huì)免費(fèi)提供助聽(tīng)器等。高中階段同樣實(shí)行免學(xué)費(fèi)政策，還額外提供筆記本電腦等學(xué)習(xí)設(shè)備。

　　此外，芬蘭還要求教師接受系統(tǒng)培訓(xùn)，來(lái)識(shí)別和應(yīng)對(duì)性別刻板印象和歧視，鼓勵(lì)學(xué)生拋開(kāi)性別限制，選擇任意學(xué)科。2025年，芬蘭教育與文化部發(fā)布了2025-2027年平等與非歧視計(jì)劃，幫助教師和教育工作者識(shí)別和應(yīng)對(duì)基于性別、外貌、世界觀、性取向、殘疾等個(gè)人特征的欺凌、騷擾和歧視行為。該計(jì)劃包含八項(xiàng)具體措施，涵蓋教師能力建設(shè)、性別隔離消除、教材編寫(xiě)等多個(gè)方面。

以自然為中心，共享全球經(jīng)驗(yàn)

　　芬蘭地理面積廣闊，但人口相對(duì)稀少，超過(guò)75%的國(guó)土被森林覆蓋，是世界上森林覆蓋率最高的國(guó)家之一，同時(shí)也是全歐洲森林覆蓋率最高的國(guó)家。

　　“我們從很小的時(shí)候就與自然建立了緊密的聯(lián)系。”明凱在對(duì)話新浪財(cái)經(jīng)時(shí)表示，芬蘭人習(xí)慣于在森林、國(guó)家公園、湖泊和海洋中度過(guò)戶外時(shí)光，自然用多種方式賦予人們力量，這正是整個(gè)芬蘭社會(huì)致力于可持續(xù)發(fā)展的基礎(chǔ)。同時(shí)，作為北歐國(guó)家，氣候變化對(duì)芬蘭而言也是切實(shí)的挑戰(zhàn)，因此芬蘭對(duì)此極為重視。

　　芬蘭在氣候變化領(lǐng)域雄心勃勃。2019年，芬蘭五個(gè)執(zhí)政黨在政府組閣談判中，將“2035碳中和”的目標(biāo)寫(xiě)入政府綱領(lǐng)，即2035年實(shí)現(xiàn)“碳中和”，通過(guò)植樹(shù)、使用再生能源、購(gòu)買(mǎi)碳匯等方式，完全抵消芬蘭排放的二氧化碳。四年后，芬蘭新《氣候法》生效，這一目標(biāo)由此具備了法律約束力。

　　談及芬蘭為何將碳中和目標(biāo)設(shè)定為2035年，明凱大使表示，芬蘭的可持續(xù)發(fā)展模式始終以自然為中心?！胺姨m文化中強(qiáng)調(diào)尊重自然，并確立了保護(hù)自然是社會(huì)的共同責(zé)任。芬蘭人從小養(yǎng)成的行為與態(tài)度，能夠帶來(lái)真正的改變。”

　　明凱也強(qiáng)調(diào)共享全球經(jīng)驗(yàn)的重要性。他提到，自2017年起，芬蘭國(guó)家創(chuàng)新基金會(huì)（Sitra）發(fā)起了“世界循環(huán)經(jīng)濟(jì)論壇”，每年匯聚全球政策制定者、專家和從業(yè)者，分享全球前沿的循環(huán)經(jīng)濟(jì)解決方案，并探討企業(yè)如何把握機(jī)遇，實(shí)現(xiàn)經(jīng)濟(jì)效益與環(huán)境效益的雙贏。中國(guó)也曾積極參與其中，舉辦專題討論、參與雙邊對(duì)話、探討合作機(jī)會(huì)。

中芬攜手，共筑綠色未來(lái)

　　明凱高度評(píng)價(jià)中芬兩國(guó)在可持續(xù)發(fā)展領(lǐng)域的合作。他強(qiáng)調(diào)，“能源相關(guān)問(wèn)題是中國(guó)與芬蘭合作的關(guān)鍵領(lǐng)域之一”。今年年初芬蘭總理彼得里·奧爾波訪華期間亦對(duì)此進(jìn)行了深入討論。

　　根據(jù)《關(guān)于推進(jìn)中芬面向未來(lái)的新型合作伙伴關(guān)系的聯(lián)合工作計(jì)劃（2025-2029）》，低碳發(fā)展和可持續(xù)增長(zhǎng)被列為雙方合作的首要領(lǐng)域之一，涵蓋能源轉(zhuǎn)型、循環(huán)經(jīng)濟(jì)、氣候與生物多樣性等關(guān)鍵議題。雙方將氣候變化、碳中和、循環(huán)經(jīng)濟(jì)確定為雙邊科技創(chuàng)新合作的優(yōu)先領(lǐng)域。

　　在具體合作方面，芬蘭經(jīng)濟(jì)事務(wù)與就業(yè)部與中國(guó)國(guó)家能源管理局自2017年簽署諒解備忘錄，確定在儲(chǔ)能、智能電網(wǎng)、地?zé)岬阮I(lǐng)域開(kāi)展示范項(xiàng)目合作。

　　中芬能源合作的首批示范項(xiàng)目中，廣州南沙“多位一體”微能源網(wǎng)項(xiàng)目已建成投產(chǎn)。該項(xiàng)目由中國(guó)南方電網(wǎng)廣東廣州供電局與三家芬蘭企業(yè)合作建設(shè)，通過(guò)整合冷熱電綜合能源供給體系，打造粵港澳大灣區(qū)智慧低碳園區(qū)的標(biāo)桿樣本，是中芬能源領(lǐng)域首個(gè)成功投產(chǎn)的示范工程。

　　今年1月，在芬蘭總理奧爾波訪華期間，諒解備忘錄再次續(xù)簽。目前，已有三個(gè)生物能源試點(diǎn)項(xiàng)目正在進(jìn)行，涵蓋區(qū)域供熱、創(chuàng)新碳技術(shù)及納米技術(shù)應(yīng)用。明凱認(rèn)為，芬蘭和中國(guó)在可持續(xù)能源和綠色轉(zhuǎn)型方面都擁有豐富的技術(shù)知識(shí)，合作前景廣闊。

對(duì)話實(shí)錄：

Sina Finance: Finland is globally recognized as a pioneer in sustainable development, from the circular economy to carbon neutrality. At a macro level, why does sustainability matter so deeply to Finland as a nation?

Mikko Kinnunen: Finland is a geographically large country with not that many people – more than 75 % of Finland’s area is covered in forest. Therefore, we grow up from an early age with a connection to nature, maybe more so than in many other countries. Finnish people are used to spending time outdoors, in forests, national parks and swimming in the sea and in lakes, and I think this is the basis of our commitment to sustainability as a society. Nature – being close to nature – empowers people in different ways.

Linking the question to education, sustainability is also ingrained in our education system already from childhood. For example, the Finnish Innovation Fund, Sitra creates materials, toolkits and projects for schools to teach children about recycling, circularity and sustainability through real-life tasks that promote student participation and ownership.

Due to our climate as a northern country, climate change is a concrete issue for Finland, and we take it very seriously.

Sina Finance: Finland has set one of the world’s most ambitious climate targets – carbon neutral by 2035. This goes beyond international commitments. What motivated Finland to set such a high bar for itself? And how would you define the “Finnish model” of sustainability that other countries can learn from?

Mikko Kinnunen: To continue on my previous reply, I would say that the Finnish model of sustainability centers on nature. Finnish culture reinforces respect towards nature and enforces a shared responsibility towards protecting it. People's own behaviour and attitude – from an early age – make a difference.

Finland highlights the importance of global experience sharing. To name one example, the Finnish Innovation Fund, Sitra, is known for organizing the World Circular Economy Forum, which brings together policymakers, experts, and practitioners across the world to discuss key circular economy topics annually. China has also participated.

Sina Finance: More than half of China’s electricity consumption still relies on fossil fuels, though renewables are growing rapidly. Finland has deep expertise in energy efficiency, smart grids, and clean heating/cooling. How can the two countries complement each other’s strengths to accelerate both transitions? What specific technologies are most ripe for deeper cooperation?

Mikko Kinnunen: Energy-related issues are one of the key fields of cooperation between Finland and China. The Finnish Ministry of Economic Affairs and Employment and the Chinese National Energy Administration have had an MoU already dating back to 2017, and it was recently renewed during the visit of Finland’s Prime Minister, Mr. Petteri Orpo, in January this year. For example, we currently have three ongoing pilot projects, collaborations between Finnish and Chinese companies, focusing on bioenergy, in particular on regional heating systems, innovative carbon technologies, and applications of nanotechnology. Finland and China both have plenty of technical know-how regarding sustainable energy and the green transition, creating fruitful possibilities for further co-operation.

Sina Finance: Sustainability is not only environmental; social inclusion and gender equality are integral to Finland’s approach. Finland is promoting equity and reducing gender segregation in education. Could you explain how Finland integrates gender equality into its broader sustainability framework?

Mikko Kinnunen: Gender equality and inclusion are important principles in the Finnish education system, guided by national policies that ensure equal access and non-discrimination for all students. In addition to national plans, individual schools are mandated to plan their own equality & inclusion blueprints. In practice, schools promote equity through, for example, mixed-gender classrooms, individualized support, and free education (including meals and materials). The aim of these practices is to reduce social and economic disparities. Moreover, teachers are trained to recognize and challenge stereotypes and to encourage students to pursue any subjects regardless of gender. Additionally, inclusion is emphasized through support for students with diverse needs, integrating them into mainstream classrooms whenever possible.