Chiamaka Stellamaris Nwede is a climate change advocate, a public affairs enthusiast, a community engagement specialist, and the founder of the Stellamaris Foundation. In a few months, she would be completing her Master of Science in Public Affairs and Community Development at Rutgers University in New Jersey. In this interview by Kingsley Alumona, she speaks about her work and issues bordering diplomacy and the climate.
You studied Education Chemistry for your undergraduate programme in Nigeria. How were you able to secure admission to study for a master’s programme in Public Affairs and Community Development at Rutgers University, New Jersey, United States?
During my final year as an undergraduate studying Education Chemistry in Nigeria, I found myself standing before a group of secondary school students, teaching them the periodic table. As I spoke, their curiosity shifted from chemistry to more pressing concerns: Why their school lacked basic infrastructure, why their classrooms were in disrepair, and why environmental challenges like flooding and waste pollution were prevalent in their community.
Their questions struck a chord deep within me, igniting a passion to address the societal and environmental challenges that hindered their potential. These pressing issues fueled my decision to pursue a master’s degree in Public Affairs and Community Development at Rutgers University, Camden, New Jersey, United States, with a scholarship worth $21,000.
I realised that addressing these challenges required more than grassroots action — it demanded the development of impactful policies to create sustainable change and improve the lives of underserved communities.
Transitioning from education/chemistry to public affairs and community development studies has been an enlightening journey of adapting scientific rigour to societal problem-solving. In chemistry, I was trained to analyse complex systems, identify patterns, and propose solutions based on evidence — a skillset that seamlessly translates to policy development and community engagement in public affairs and community development.
Your profile says you are passionate about international diplomacy. What triggered this passion in you?
My passion for international diplomacy was sparked during my formative years growing up in Nigeria. Witnessing the impact of global issues such as climate change, poverty, and education inequities on local communities made me realise how interconnected the world truly is. I became deeply interested in how international collaboration and policy could drive solutions to these challenges, especially in underprivileged regions like my own.
This passion grew as I engaged in grassroots initiatives and advocacy. Founding the Stellamaris Foundation, a Nigerian-based non-profit organisation, allowed me to address educational and environmental challenges in rural communities, while my volunteer work with other non-profit organisations exposed me to the power of collaboration in solving complex societal issues.
I have pursued roles that enhance my understanding of global systems and policymaking. I have served as the senior special assistant on basic education to the member who represented Enugu West Senatorial zone in Nigeria Youth Parliament; chief media aide to the Executive Chairman of Aninri Local Government Area in Enugu State; and participating in youth-focused programmes strengthened my leadership and advocacy skills.
Ultimately, my dream is to represent underserved communities on global platforms, advocating for policies that promote equality, environmental sustainability, and access to education.
Recently, you announced on LinkedIn that you have been selected as a United Nations mentor intern at the World Affairs Council of Philadelphia. Tell us about it.
Yes, I have been selected as a Model United Nations (MUN) mentor intern at the World Affairs Council of Philadelphia. This role aligns perfectly with my passion for global affairs and community development, as well as my commitment to helping vulnerable communities. As a MUN mentor intern, my primary responsibility will be to teach weekly global education lessons to middle school students as part of the Global Smarts Mentoring Programme. I will work closely with co-mentors to deliver engaging, interactive lessons on topics such as public speaking, global competencies, research skills, and debate. The curriculum is provided by the World Affairs Council of Philadelphia, which will allow me to ensure that these students gain the essential skills needed to participate in Model UN and engage with global issues in meaningful ways.
As for the impact on my career, this role will significantly enrich my understanding of global diplomacy, education, and mentorship. The hands-on experience teaching global education to students will enhance my communication and leadership skills, which will be essential in my future career in international relations and community development.
Before your United Nations Mentorship engagement at the World Affairs Council of Philadelphia, have you had any engagement with the UN or related organisations?
Yes, before my engagement with the World Affairs Council of Philadelphia as a Model United Nations mentor, I have had significant involvement with international organisations and initiatives both in Nigeria and the United States. In Nigeria, I participated in Model United Nations (MUN) conferences, which were pivotal in developing my understanding of global diplomacy, international relations, and the importance of multilateral collaboration.
Additionally, I had the privilege of attending the United Nations General Assembly Youth Summit in 2023 and 2024, and the World Bank Youth Summit in 2024. These experiences were instrumental in expanding my knowledge of global challenges and solutions, particularly in areas like climate change, education, and sustainable development.
Your profile says you are into climate change research and advocacy. What interests you about climate change?
My interest in education and climate change stems from the profound impact it has on vulnerable communities, especially those in developing countries like Nigeria, where I grew up. The environmental degradation I witnessed in my community — such as deforestation, improper waste disposal, and erosion — highlighted the urgent need for action. As I learned more about the science of climate change, I realised that its effects are not only environmental but also social and economic, disproportionately affecting the poorest and most marginalised populations.
I believe that education is the key to empowering individuals and communities to understand and tackle climate-related challenges. By equipping young people, educators, and local communities with the knowledge and skills to address environmental issues, we can foster a generation of climate-conscious citizens who are committed to sustainable practices. Additionally, I focus on advocacy for policy changes related to climate education. My advocacy work also involves promoting sustainable practices in local communities, such as waste recycling, afforestation, and eco-friendly agriculture. I have been involved in campaigns to raise awareness about the impacts of climate change on education systems and how climate resilience can be integrated into curricula to safeguard students’ futures. Addressing climate change requires not only scientific and technological solutions but also a deep commitment to educational transformation.
You are the founder of the Stellamaris Foundation. Tell us about the foundation and the problem it is solving in society.
In 2019 I founded the Stellamaris Foundation, a nonprofit organisation focused on tackling pressing societal challenges in vulnerable communities, with a particular focus on education, environmental sustainability, and youth empowerment. The foundation was born out of my deep concern for the lack of access to quality education and the environmental degradation that disproportionately affects marginalised communities, especially in rural communities in Nigeria.
One of the unique problems the Stellamaris Foundation is solving is the educational gap in vulnerable communities in Nigeria. Many children in these areas face significant barriers to education, including inadequate school infrastructure, limited access to teaching resources, and a lack of trained educators. To address this, the foundation provides educational outreach programmes, including skills workshops, digital literacy training, and school supplies to ensure that children and young people in these communities can thrive academically. In addition to education, the foundation is committed to addressing environmental degradation, which is a critical issue in many of these communities. Through community-based environmental awareness programmes, we focus on educating young people about sustainable practices such as recycling, afforestation, and waste management.
Through the Stellamaris Foundation, I strive to provide opportunities for communities to break the cycle of poverty, improve their environmental resilience, and create a brighter, more equitable future for everyone.
Tell us about a specific project the foundation carried out and how it impacted its beneficiaries.
We secured $500 grant funding for our Back to School and One Girl One Pad projects. The projects enhanced academic outcomes for over 1,000 students and reduced school children absenteeism in underprivileged communities in Enugu state, Nigeria, between 2018 and 2019. We have taught skill acquisition and digital skills to 3,000 youths through digital platforms during the COVID-19 pandemic. We have organised a virtual school for children in Nigeria during the 2020 Covid-19 pandemic.
We have conducted financial literacy programme, and secured a one million naira grant from the Enugu State government to organise annual essay writing competitions. We have led a planting trees initiative in 50 secondary schools in rural communities in Enugu State and managed partnerships with ten civil society organisations and United Nations agencies in Nigeria to advance sustainable development goals. We have done more for many communities.
There is a school of thought that postulates that social advocacy and philanthropy do not solve societal and human condition problems, that they only seem to cover them or reduce their real effect. What is your take on it?
While some argue that social advocacy and philanthropy merely cover or reduce the effects of societal problems, I believe they are vital in creating meaningful change. Philanthropy addresses immediate needs such as access to education, healthcare, and infrastructure, especially in underserved communities. However, philanthropy alone cannot solve deep-rooted issues like poverty and inequality. It must be coupled with systemic change, such as policy reforms and active community involvement.
Social advocacy plays a key role in raising awareness and pushing for broader societal and policy shifts. It can mobilise communities and pressure governments to act on issues such as climate change, poverty, and education. In my advocacy for climate change education, while philanthropy helps with resources, the long-term impact comes from integrating climate education into national curricula and advocating for environmental policies. Ultimately, while advocacy and philanthropy cannot fully eradicate societal challenges, they are essential components of a comprehensive approach to achieving equitable and sustainable change.
What are the challenges you face in running your foundation and sustaining your scholarly endeavours?
One of the main challenges faced by my foundation is securing adequate and consistent funding. Without sufficient resources, it becomes difficult to scale our programmes, particularly in rural communities where the need is greatest. We rely heavily on donations, grants, and volunteer efforts, which can sometimes be unreliable. To address this, I believe building partnerships with corporate sponsors, government bodies, and other nonprofit organisations could provide more sustainable funding. Additionally, fostering a network of committed donors and advocates could help ensure ongoing support.
You will be completing your studies at Rutgers University this year. So, what is next for you after Rutgers? And where do you see yourself in five years?
As I approach the completion of my studies at Rutgers, the State University of New Jersey, Camden Campus, I am excited about the opportunities that lie ahead. My immediate next step will be to build on the knowledge and experiences I have gained during my time at RU, particularly in the areas of public affairs, and community development. I plan to take on roles that allow me to bridge the gap between policy-making and practical solutions for vulnerable communities, particularly in the realms of education and environmental sustainability.
In the short term, I aim to work in international development or policy advocacy, leveraging my academic background and hands-on experience in community outreach through the Stellamaris Foundation.
In five years, I envision myself in a leadership position, shaping education and climate policy at a national or international level. I also see myself continuing my work through the Stellamaris Foundation, expanding its reach and impact. Ultimately, I aim to be a global advocate for change.
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