哥本哈根协议

何建坤解读《哥本哈根协议》佚名【摘要】@@ 何建坤,男,1945年生,河北安平人,清华大学校务委员会副主任、低碳能源实验室主任、管理科学与工程专业教授、博士生导师;中国气候变化专家委员会副主任,中国能源研究会副理事长兼能源系统工程专业委员会主任.1994-2007年曾任清华大学副校长、常务副校长.【期刊名称】《中国海事》【年(卷),期】2010(000)002【总页数】2页(P27-28)【正文语种】中文《联合国气候变化框架公约》第十五次缔约方会议暨《京都议定书》第五次缔约方会议于2009年12月7日至19日在丹麦首都哥本哈根举行。

来自全球194个缔约国、观察员国，937个联合国相关机构、专门机构、政府间国际组织、非政府组织及1069个媒体单位共约3.4万名注册代表参加了会议，成为历史上最大规模的气候变化会议。

本次会议的主要目的是讨论在2012年《京都议定书》第一承诺期后的减排行动安排，将同时展开《联合国气候变化公约》缔约方会议、《京都议定书》缔约方会议、附属履行机构会议、附属科技咨询机构会议、《京都议定书》特设工作组会议和《联合国气候变化公约》长期合作行动特设工作组会议共六大平行谈判会议。

会议形成了《哥本哈根协议》。

我们特别邀请了国家气候变化专家委员会副主任委员、清华大学低碳能源实验室主任何建坤教授对《哥本哈根协议》进行解读。

哥本哈根气候变化会议经过艰苦的谈判，最后发表了《哥本哈根协议》（以下简称《协议》），并延长了“巴厘路线图”的授权。

《协议》作为“巴厘路线图”谈判进程中的一个重要成果，其共识将成为下一步谈判的基础，这标志着全球合作应对气候变化取得了重大进展，对于最终达成具有法律约束力的协议将起重要的推动作用。

坚持原则发展中国家权益得以主张《协议》保持了《公约》及其《议定书》的框架以及“巴厘路线图”的授权。

哥本哈根谈判进展缓慢，主要原因在于有些发达国家在《公约》《议定书》和“巴厘路线图”的立场上后退，不愿承担《公约》《议定书》和“巴厘路线图”下应承担的义务，甚至要求抛弃《议定书》。

哥本哈根协议哥本哈根协议是联合国气候变化框架公约的一个重要组成部分，于2009年12月在丹麦首都哥本哈根达成。

该协议旨在制定全球性的气候变化应对措施，以减缓和适应气候变化的影响。

协议的达成标志着全球各国对气候变化问题的共识和努力，也为未来的气候变化治理奠定了基础。

首先，哥本哈根协议的重要性在于其全球性的影响。

作为一个全球性的协议，哥本哈根协议涉及到各个国家和地区，要求各国共同承担责任，采取行动减缓气候变化的影响。

这种全球性的合作意味着各国需要共同努力，共同承担责任，共同寻求解决气候变化问题的方法和途径。

这种共同努力的精神是哥本哈根协议的核心所在，也是其具有历史意义的原因之一。

其次，哥本哈根协议的重要性还在于其对减缓气候变化的影响起到了积极的作用。

协议要求各国制定和实施国家自主贡献（NDCs），并定期报告有关减排行动的进展。

这种要求意味着各国需要采取具体的行动来减缓气候变化的影响，推动低碳经济的发展，促进可持续发展的实现。

同时，协议还提出了资金、技术和能力建设的支持，以帮助发展中国家应对气候变化的挑战。

这些举措为全球气候变化治理提供了重要的支持和保障，有助于推动全球气候变化治理事业向前发展。

最后，哥本哈根协议的重要性还在于其对适应气候变化的影响起到了积极的作用。

协议要求各国制定和实施适应计划，以应对气候变化的影响。

这种要求意味着各国需要采取具体的措施来适应气候变化的影响，保护生态环境，维护人类健康和社会稳定。

同时，协议还提出了适应资金和技术支持的机制，以帮助发展中国家应对气候变化的挑战。

这些举措为全球气候变化治理提供了重要的支持和保障，有助于推动全球气候变化治理事业向前发展。

综上所述，哥本哈根协议作为全球气候变化治理的重要成果，对全球气候变化问题的解决起到了积极的作用。

作为一个全球性的协议，哥本哈根协议要求各国共同承担责任，采取行动减缓和适应气候变化的影响。

这种全球性的合作意味着各国需要共同努力，共同寻求解决气候变化问题的方法和途径。

哥本哈根协议哥本哈根协议是联合国气候变化框架公约的一项重要协议，旨在应对全球变暖和气候变化的挑战。

该协议于2009年12月在丹麦哥本哈根召开的联合国气候变化大会上通过，并于2012年正式生效。

本文将介绍哥本哈根协议的背景、目标、原则和主要内容，并评估其成果和挑战。

背景气候变化是全球面临的重大挑战之一，由于人类活动导致的温室气体排放，地球温度不断升高，引发了极端天气事件和生态系统的破坏。

为应对这一挑战，国际社会于1992年通过联合国气候变化框架公约，旨在减缓温室气体的排放和适应不可避免的气候变化。

然而，随着公约的实施，各国间在减排目标和行动上存在重大分歧，因此需要进一步的协商和具体措施。

目标哥本哈根协议的主要目标是控制全球气候变暖，在本世纪末将全球平均气温上升控制在2摄氏度以下，并努力将目标下调至1.5摄氏度，以减少极端天气事件和生态系统的破坏。

为实现这一目标，各国同意采取行动，包括减少温室气体排放、增强适应能力和提供财务支持。

原则哥本哈根协议倡导共同但有区别的责任原则，根据各国的发展水平和历史排放量，将减排目标分配给发达国家和发展中国家。

协议还强调“公平”原则，即国际社会应维护发展中国家的利益，帮助其实现可持续发展和适应气候变化。

主要内容哥本哈根协议要求各国提交自愿的减排目标，即各国根据自身国情和发展需求，制定和实施减排措施。

各国提交的减排目标被称为“国家自主贡献”（Nationally Determined Contributions，简称NDCs），并在联合国气候变化大会上予以公开和监测。

协议还设立了国际气候资金，用于支持发展中国家应对气候变化的适应和减排措施。

发达国家承诺逐步增加对发展中国家的资金和技术转让，以帮助其应对气候变化并实现可持续发展。

成果和挑战哥本哈根协议的通过标志着国际社会在应对气候变化方面取得了重要进展。

然而，协议存在一些挑战。

首先，协议的减排目标是自愿性的，缺乏法律约束力。

哥本哈根协议》是国际社会共同应对气候变化迈出的具有重大意义的一步，这个协议至少有以下几个特点：首先，维护了《联合国气候变化框架公约》和《京都议定书》确立的“共同但有区别的责任”原则，坚持了“巴厘路线图”的授权，坚持并维护了《公约》和《议定书》“双轨制”的谈判进程。

其次，在“共同但有区别的责任”原则下，最大范围地将各国纳入了应对气候变化的合作行动，在发达国家实行强制减排和发展中国家采取自主减缓行动方面迈出了新的步伐。

第三，在发达国家提供应对气候变化的资金和技术支持方面取得了积极的进展。

第四，在减缓行动的测量、报告和核实方面，维护了发展中国家的权益。

第五，根据政府间气候变化专门委员会（IPCC）第四次评估报告的科学观点，提出了将全球平均温升控制在工业革命以前2℃的长期行动目标。

12月19日下午，联合国气候变化大会在丹麦哥本哈根落下帷幕。

全世界119个国家的领导人和联合国及其专门机构和组织的负责人出席了会议。

会议的规模及各方面对会议的关注足以体现出国际社会对应对气候变化问题的高度重视，以及加强气候变化国际合作，共同应对挑战的强烈政治意愿，并向世界传递了合作应对气候变化的希望和信心。

经过各方的艰苦磋商，大会分别以《联合国气候变化框架公约》（下称《公约》）及《京都议定书》（下称《议定书》）缔约方大会决定的形式通过了有关的成果文件，决定延续“巴厘路线图”的谈判进程，授权《公约》和《议定书》两个工作组继续进行谈判，并在2010年底完成工作。

会议发表的《哥本哈根协议》是国际社会共同应对气候变化迈出的具有重大意义的一步。

我认为，这个协议至少有以下几个特点。

首先，维护了《公约》和《议定书》确立的“共同但有区别的责任”原则，坚持了“巴厘路线图”的授权，坚持并维护了《公约》和《议定书》“双轨制”的谈判进程，反映了各方自“巴厘路线图”谈判进程启动以来取得的共识，包含了包括中国在内的各方的积极努力。

其次，在“共同但有区别的责任”原则下，最大范围地将各国纳入了应对气候变化的合作行动，在发达国家实行强制减排和发展中国家采取自主减缓行动方面迈出了新的步伐。

哥本哈根协议介绍哥本哈根协议（Copenhagen Accord）是一个国际气候变化文件，于2009年12月在哥本哈根举行的第15届联合国气候变化大会上通过。

该协议的目的是为了限制全球温室气体排放并减缓气候变化的进程。

本文将详细介绍哥本哈根协议的背景、目标、重点项目以及实施情况。

背景全球气候变化是当前世界面临的一大挑战，气候变暖、海平面上升、极端天气事件等影响已经日益显现。

为了应对这一全球性的问题，联合国气候变化大会于1992年通过了《联合国气候变化框架公约》（UNFCCC），旨在统一国际社会对气候变化问题的认识和行动。

然而，在多年的谈判和努力之后，各国之间在减排目标和行动方案上存在很大分歧。

为了推动国际气候谈判进程，联合国气候变化大会决定在哥本哈根举行一次特殊会议，这就是哥本哈根大会。

目标哥本哈根协议的目标是通过限制全球温室气体排放，将全球平均温度升温控制在不超过2摄氏度的目标范围内。

具体来说，协议提出了以下几个主要目标：1.提高发达国家在2020年对温室气体排放的减少目标。

2.为发展中国家提供财务、技术和能力建设援助，以支持其应对气候变化的努力。

3.建立透明、可验证的制度来监测和报告各国减排行动的进展情况。

4.建立一个新的气候基金，用于支持发展中国家应对气候变化的项目和措施。

重点项目为实现哥本哈根协议的目标，各国提出了一系列减排和适应气候变化的重点项目。

以下是其中的一些项目：1.清洁能源转型：各国承诺加强在可再生能源领域的投资和发展，减少对化石燃料的依赖。

2.能效改善：通过技术进步和政策手段，提高能源利用效率，降低能源消耗和碳排放。

3.重新造林和森林保护：通过大规模森林保护和重新造林计划，增加森林碳储量，吸收更多的温室气体。

4.气候变化适应措施：加强城市规划、水资源管理和农业方面的适应措施，应对气候变化带来的灾害和风险。

实施情况自哥本哈根协议通过以来，各国在减排和适应气候变化方面都取得了一些成果。

Declaration of the European Ministers of Vocational Education and Training,and the European Commission,convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational education and training“The Copenhagen Declaration”Over the years co-operation at European level within education and training has come to play a decisive role in creating the future European society.Economic and social developments in Europe over the last decade have increasingly underlined the need for a European dimension to education and training. Furthermore, the transition towards a knowledge based economy capable of sustainable economic growth with more and better jobs and greater social cohesion brings new chal-lenges to the development of human resources.The enlargement of the European Union adds a new dimension and a number of challenges, opportunities and requirements to the work in the field of education and training. It is particularly important that acceding member states should be integrated as partners in future cooperation on education and training initiatives at European level from the very beginning.The successive development of the European education and training programmes has been a key factor for im-proving cooperation at European level.The Bologna declaration on higher education in June 1999 marked the introduction of a new enhanced Euro-pean cooperation in this area.The Lisbon European Council in March 2000 recognised the important role of education as an integral part of economic and social policies, as an instrument for strengthening Europe's competitive power worldwide, and as a guarantee for ensuring the cohesion of our societies and the full development of its citizens. The European Council set the strategic objective for the European Union to become the world’s most dynamic knowledge-based economy. The development of high quality vocational education and training is a crucial and integral part of this strategy, notably in terms of promoting social inclusion, cohesion, mobility, employability and competi-tiveness.The report on the 'Concrete Future Objectives of Education and Training Systems', endorsed by the Stockholm European Council in March 2001, identified new areas for joint actions at European level in order to achieve the goals set at the Lisbon European Council. These areas are based on the three strategic objectives of the report;i.e. improving the quality and effectiveness of education and training systems in the European Union, facilitating access for all to education and training systems, and opening up education and training systems to the wider world.In Barcelona, in March 2002 the European Council endorsed the Work Programme on the follow-up of the Objectives Report calling for European education and training to become a world quality reference by 2010. Furthermore, it called for further action to introduce instruments to ensure the transparency of diplomas and qualifications, including promoting action similar to the Bologna-process, but adapted to the field of vocational education and training.In response to the Barcelona mandate, the Council of the European Union (Education, Youth and Culture) adopted on 12 November 2002 a Resolution on enhanced cooperation in vocational education and training. This resolution invites the Member States, and the Commission, within the framework of their responsibilities, to involve the candidate countries and the EFTA-EEA countries, as well as the social partners, in promoting an increased cooperation in vocational education and training.Strategies for lifelong learning and mobility are essential to promote employability, active citizenship, social in-clusion and personal development1. Developing a knowledge based Europe and ensuring that the European labour market is open to all is a major challenge to the vocational educational and training systems in Europe and to all actors involved. The same is true of the need for these systems to continuously adapt to new developments and changing demands of society. An enhanced cooperation in vocational education and training will be an im-portant contribution towards ensuring a successful enlargement of the European Union and fulfilling the objec-tives identified by the European Council in Lisbon. Cedefop and the European Training Foundation are impor-tant bodies for supporting this cooperation.The vital role of the social partners in the socio-economic development is reflected both in the context of the European social dialogue and the European Social Partners framework of actions for the lifelong development of competences and qualifications, agreed in March 2002. The social partners play an indispensable role in the development, validation and recognition of vocational competences and qualifications at all levels and are part-ners in the promotion of an enhanced cooperation in this area.The following main priorities will be pursued through enhanced cooperation in vocational education and training: 2On the basis of these priorities we aim to increase voluntary cooperation in vocational education and training, in order to promote mutual trust, transparency and recognition of competences and qualifications, and thereby establishing a basis for increasing mobility and facilitating access to lifelong learning.European dimension•Strengthening the European dimension in vocational education and training with the aim of improving closer cooperation in order to facilitate and promote mobility and the development of inter-institutional cooperation, partnerships and other transnational initiatives, all in order to raise the profile of the Euro-pean education and training area in an international context so that Europe will be recognised as aworld-wide reference for learners.Transparency, information and guidance•Increasing transparency in vocational education and training through the implementation and rationali-zation of information tools and networks, including the integration of existing instruments such as the European CV, certificate and diploma supplements, the Common European framework of reference for languages and the EUROPASS into one single framework.•Strengthening policies, systems and practices that support information, guidance and counselling in the Member States, at all levels of education, training and employment, particularly on issues concerning ac-cess to learning, vocational education and training, and the transferability and recognition of compe-tences and qualifications, in order to support occupational and geographical mobility of citizens inEurope.Recognition of competences and qualifications•Investigating how transparency, comparability, transferability and recognition of competences and/or qualifications, between different countries and at different levels, could be promoted by developing ref-erence levels, common principles for certification, and common measures, including a credit transfersystem for vocational education and training•Increasing support to the development of competences and qualifications at sectoral level, by reinforc-ing cooperation and co-ordination especially involving the social partners. Several initiatives on a Com-munity, bilateral and multilateral basis, including those already identified in various sectors aiming atmutually recognised qualifications, illustrate this approach.1Priorities identified in the Resolution on lifelong learning adopted by the Council of the European Union (Education and Youth) on 27 June 20022Priorities identified in the Resolution on the promotion of enhanced European co-operation on vocational education and training approved by the Council of the European Union (Education, Youth and Culture) on 12 November 2002•Developing a set of common principles regarding validation of non-formal and informal learning with the aim of ensuring greater compatibility between approaches in different countries and at different lev-els.Quality assurance•Promoting cooperation in quality assurance with particular focus on exchange of models and methods, as well as common criteria and principles for quality in vocational education and training.•Giving attention to the learning needs of teachers and trainers within all forms of vocational education and training.The following principles will underpin enhanced cooperation in vocational education and training:•Cooperation should be based on the target of 2010, set by the European Council in accordance with the detailed work programme and the follow-up of the Objectives report in order to ensure coherence with the objectives set by the Council of the European Union (Education, Youth and Culture).•Measures should be voluntary and principally developed through bottom-up cooperation.•Initiatives must be focused on the needs of citizens and user organisations.•Cooperation should be inclusive and involve Member States, the Commission, candidate countries, EFTA-EEA countries and the social partners.The follow-up of this declaration should be pursued as follows to ensure an effective and successful implementation of an enhanced European cooperation in vocational education and training:1.Implementation of the enhanced cooperation in vocational education and training shall be a graduallyintegrated part of the follow-up of the objectives report. The Commission will reflect this integrated ap-proach in its reporting to the Council of the European Union (Education, Youth and Culture) within the timetable already decided for the work of the objectives report. The ambition is to fully integrate thefollow-up work of the enhanced co-operation in vocational education and training in the follow-up ofthe objectives report.2.The existing Commission working group, which will be given a similar status to that of the workinggroups within the follow-up of the objectives report, in future including Member States, EFTA-EEAcountries, candidate countries and the European social partners, will continue to work in order to ensure effective implementation and coordination of the enhanced cooperation in vocational education andtraining. The informal meetings of the Directors General for Vocational Training, which contributed to launching this initiative in Bruges 2001, will play an important role in focusing and animating the follow-up work.3.Within this framework the initial focus between now and 2004 will be on concrete areas where work isalready in progress, i.e. development of a single transparency framework, credit transfer in vocationaleducation and training and development of quality tools. Other areas, which will be immediately in-cluded as a fully integrated part of the work of the follow-up of the objectives report organised in eight working groups and an indicator group, will be lifelong guidance, non-formal learning and training ofteachers and trainers in vocational education and training. The Commission will include progress onthese actions in its report mentioned in paragraph 1.The ministers responsible for vocational education and training and the European Commission have con-firmed the necessity to undertake the objectives and priorities for actions set out in this declaration and to participate in the framework for an enhanced cooperation in vocational education and training, including the social partners. A meeting in two years time will be held to review progress and give advice on priorities and strategies.。

哥本哈根协议全球气候变化的新起点哥本哈根协议：全球气候变化的新起点全球气候变化已经成为当今世界面临的重大挑战之一。

随着温室气体排放不断增加，地球温度持续上升，带来了许多严重的环境和经济问题。

为了应对这一全球性的威胁，联合国于2009年举行了哥本哈根气候变化峰会，并达成了一项具有历史意义的协议，即哥本哈根协议。

哥本哈根协议是联合国气候变化框架公约的一部分，旨在通过国际合作来减缓气候变化的进程，并适应已经发生的变化。

协议的目标是将全球平均温度上升控制在2摄氏度以内，并努力将温度上升幅度限制在1.5摄氏度以内。

为了实现这一目标，协议鼓励各国制定和实施国家适应和减缓气候变化的政策措施，并提供财政和技术支持给发展中国家。

协议的核心是确立了新的减排目标。

发达国家承诺在2020年前将自身温室气体排放量减少至1990年水平的25%-40%。

发展中国家则承诺采取适当的减排行动，但没有具体的减排量要求。

此外，协议还设立了绿色气候基金，为发展中国家提供资金支持，帮助其应对气候变化。

哥本哈根协议的签署标志着全球气候治理进程的新起点。

然而，协议也面临着一系列挑战和争议。

首先，一些发达国家对减排目标的具体落实步骤存在分歧，导致协议落实进展缓慢。

其次，协议缺乏具有约束力的法律机制，无法确保各国履行自己的承诺。

此外，协议的财政支持不足，也限制了发展中国家应对气候变化的能力。

为了克服这些挑战，各国应加强合作，共同努力推动协议的具体落实。

发达国家应当发挥先导作用，加大减排力度，并提供更多的财政和技术支持给发展中国家。

同时，发展中国家也需要加强国内能力建设，制定更具体的减排计划，并加强监测和报告机制。

此外，哥本哈根协议的成功还需要全球范围内的广泛参与。

非政府组织、企业和个人应当积极参与到气候变化行动中，共同降低温室气体排放，并采取适应措施应对气候变化的影响。

只有全球合作和共同努力，我们才能真正应对气候变化这一共同面临的挑战。

总而言之，哥本哈根协议是全球气候变化治理的新起点。