By Damilare Clement, Member of UNA-Central.

Introduction: A Plan for Our Future

The United Nations Sustainable Development Goals (SDGs) are 17 global goals designed to create a fairer, safer, healthier and more sustainable world by 2030. These goals cover important issues such as poverty, education, health, climate change, clean energy, equality and strong communities. Although the goals were agreed by governments across the world, real progress depends on action within local communities. Cities such as Stoke-on-Trent have an important role to play in turning global ambitions into practical local action. For Stoke-on-Trent, the SDGs offer an opportunity to improve community wellbeing, support economic growth, encourage environmental responsibility and give young people a stronger voice in shaping the future of the city.

About Stoke-on-Trent

Stoke-on-Trent is home to more than 250,000 people and is internationally recognised for its pottery and manufacturing heritage. The city continues to evolve through regeneration, investment and growing interest in sustainability and green development. The city is supported by two major universities: Staffordshire University and Keele University. Together, these institutions bring thousands of students, researchers and volunteers into the local area and provide significant opportunities for education, community engagement and sustainability work. Stoke-on-Trent is also surrounded by green spaces and sits within an important environmental area linked to the Staffordshire Green Belt. These local strengths place the city in a good position to support several Sustainable Development Goals, particularly:

Work That Is Already Happening

A great deal of positive work is already taking place across Stoke-on-Trent and Staffordshire. The Staffordshire Sustainability Board is bringing together councils and organisations across the county to support carbon reduction and long-term environmental planning. Local authorities are also working on projects linked to cleaner transport, energy efficiency and environmental improvement. Keele University has gained recognition for its sustainability research and climate initiatives, while Staffordshire University continues to support local community projects, student volunteering and social development programmes. Across the city, students, volunteers and community groups are already involved in activities such as recycling projects, food growing initiatives, environmental clean-up campaigns and public awareness events.

The Challenges We Face

Despite this progress, Stoke-on-Trent still faces a number of important challenges. Some families continue to experience financial hardship and inequality. There are ongoing concerns relating to public health, skills development, transport access and long-term economic opportunity. Like many areas across the country, Stoke-on-Trent must also respond to climate change and the need for more sustainable ways of living. Recognising these challenges is important because it helps identify where the Sustainable Development Goals can make the greatest difference at local level.

Working Together

The Sustainable Development Goals cannot be achieved by one organisation acting alone. Success depends on partnership and community involvement. There are many opportunities for collaboration within Stoke-on-Trent: • Schools and universities can help educate young people about sustainability and global citizenship.

• Businesses can support greener practices and stronger community investment.
• Community groups and volunteers can lead local projects and neighbourhood initiatives.
• Young people can play an active role in shaping future priorities for the city.
• Local organisations can work together to share ideas, resources and practical support.

The Role of UNA-UK in Our City

The United Nations Association – UK (UNA-UK) is a national charity and network which supports the values and principles of the United Nations. While UNA-UK is not part of the United Nations itself, it works to promote international cooperation, human rights, peace and sustainable development within communities across the UK. Through UNA Central and future local engagement in Stoke-on-Trent, there is an opportunity to encourage greater public awareness of the Sustainable Development Goals and support practical local action. A future UNA group in Stoke-on-Trent could help by: • Organising community discussions and public awareness events.

• Supporting schools and universities with educational activities.
• Encouraging partnerships between businesses, community groups and local institutions.
• Promoting youth leadership and volunteering opportunities.
• Connecting local action with wider national and international goals.

What We Can Do Next

There are several practical steps that could help strengthen Sustainable Development Goal activity across Stoke-on-Trent and surrounding areas: • Community workshops linked to sustainability and local development.

• School and university presentations introducing the SDGs.
• Volunteer recruitment through local institutions and community networks.
• Public events bringing together organisations interested in sustainability and social impact.
• Greater collaboration between students, businesses and community leaders.

Come and Join Us

Making Stoke-on-Trent a greener, fairer and more sustainable city depends on local action and strong partnerships. The Sustainable Development Goals provide a useful framework for bringing people together around shared priorities and practical solutions. Students, teachers, businesses, community organisations and local residents all have an important role to play. Global goals become meaningful when communities take local action. Stoke-on-Trent has the potential to become a strong example of how local partnerships, civic leadership and community involvement can contribute to a better future for everyone.

Please email me at damilare@unacentral.uk and tell me a little about yourself. Thank you very much.

Introduction

Systemic Transformation (ST) was a new phrase to me until reading the UNA UK ‘s mission in the now superseded 2023-25 Strategic Plan and mentioned four times within the 2026-28 Strategic Plan. Immediate exploration of the meaning of ST led to the conclusion that I had been practising a version of ST since the mid 1980’s. However, the name of the process has been  known by a variety of names that were familiar to organisations in sectors such as voluntary, educational, private, public and recreational.

Systemic Transformation – a comprehensive description

Systemic transformation refers to a fundamental, wide-ranging change that affects an entire system rather than just individual components. ST seeks to alter the underlying structures, processes, relationships, and culture of a system. This could apply to organisations, industries, societies or groups of people.

Key characteristics of ST

• Holistic Approach: It considers all interconnected elements and stakeholders.
• Deep Structural Change: It changes the way a system operates at a fundamental level.
• Sustainable Outcomes: The results are often more sustainable and resilient.
• Collaborative Process: Requires involvement and collaborative of diverse groups.
• Adaptive and Dynamic: The process evolves in response to feedback and change.

Major advantages of Systemic Transformation for sustainable change

• ST is process for addressing root causes and not superficial or surface issues.
• ST creates reinforcing cycles of improvement for best practices to be applied.
• ST builds big picture plans, shared ownership, and collective responsibility.
• ST increases adaptability and resilience amongst all involved if projects.
• ST unlocks innovation by changing mindsets and norms amongst all involved.
• ST reduces duplication of effort, waste amongst people skills and time available.
• ST strengthens relationships and social capital amongst key people involved.
• ST operates effectively as a long-term strategy with inter-generational impact.

Challenges and Considerations

Success requires clear vision, strong leadership, effective communication, and a willingness to embrace uncertainty and change. Measurement and evaluation require, competent team members & effective tools & techniques. UN one-year project on ‘Change & Reform’ has helped

Conclusion

ST is a profound comprehensive process that seeks to remake entire systems for lasting improvement. It is ambitious and demanding. when incremental are insufficient when incremental changes are inadequate to address deep-seated challenges or capitalise on new opportunities.

References

UNA-UK 2023 – 2025 Strategic Plan: https://unacov.uk/wp-content/uploads/2024/04/UNA-UK-Strategic-Plan_2023-2025.pdf

UNA-UK 2026-2030: https://una.org.uk/wp-content/uploads/2025/12/UNA-UK-Strategy-2026-2030.pdf

Systemic Change: Driving Meaningful Transformation: https://unacentral.uk/systemic-change-driving-meaningful-transformation/

Gian is one of only 12 people to receive this new award in 2025.

Gian has dedicated over 50 years to the United Nations mission and is a leading advocate for global peace, education, & community cohesion.

A Journey of Resilience and Vision: Gian’s journey began as a partially sighted student at Exhall Grange Boarding School, overcoming blindness in one eye. At 17, inspired by a UNA regional officer, he founded the Leamington Spa United Nations Association in 1968, with the first meeting held at the Pump Room Annexe. He has held various roles within UNA, ultimately becoming Chair.

Founder and Pioneer of Community Initiatives: Gian’s leadership has resulted in impactful initiatives, including:

• Leamington Peace Festival (1978): One of the UK’s longest-running free festivals, celebrating peace and sustainability.
• Mid-Warwickshire Amnesty Group (1970s): Promoting human rights and justice.
• One World Link (1980s): Building links between Warwick District and Bo, Sierra Leone.
• Fair Trade Warwickshire: Promoting ethical trade practices.
• Agenda 21 (now Action 2021) (1994): Promoting sustainable local development.

Recognitions and Accolades: Gian’s work has been recognised with:

• Mayor’s Award (2015): For outstanding community service.
• Royal Honour (2003): Invitation to the Queen’s Garden Party.
• 50 Years of Advocacy: Recognising his efforts in global education.

A Visionary Advocate for the Environment: Before “climate change” became mainstream, Gian was advocating against global warming and pollution. Since 1970, he’s been a leading voice in sustainability.

International Engagement: Gian’s work has taken him to the UN in Geneva and New York, participating in global events. These experiences have enriched his educational programs, empowering individuals to make informed global decisions.

A Legacy of Empathy and Impact: Despite his disability, Gian’s tireless efforts and empathy have made a lasting impact on local and global communities. As a founder of multiple initiatives and a staunch advocate for the United Nations, he continues to inspire others to build a compassionate and informed world.

My earliest memories of Gillian date back to the late 1980s, when she began attending regional executive meetings as a representative of the Moseley UNA Branch. At the time, Frank Hooley chaired the region, with Donald Cooper as treasurer.

Gillian’s dedication soon saw her elected as Secretary of the Central Region in 1991/92, where she served with both Frank Hooley and later Michael Durkin and also when I was chairperson of the region.

Over the years, Gillian passionately served the Moseley and Birmingham branches and the Central Region, committing herself wholeheartedly to the ideals of the United Nations Association and the UN itself. Gillian also represented the Central Region on the UNA-UK Board and attended practically all UNA-UK organised events as well as events organised by the UNA branches in the central region notably Church Stretton UNA and Warwick District UNA.

Gillian firmly believed in the power of the UN to address international challenges, often voicing her frustration when its potential was sidelined. She and I frequently attended UNA Annual Conferences, where her sharp intellect and thoughtful contributions to debates left a lasting impression. Gillian never hesitated to challenge wording in resolutions or motions if she felt they could be improved, reflecting her meticulous attention to detail and deep convictions.

A trailblazer in her professional life, Gillian was also a passionate advocate for women’s rights, particularly in employment and education. Her dedication led her to join the UNA Women’s Advisory Group, where she eventually served as chairperson. Her interests extended to human rights, social justice, and global issues—she was an active member of organizations like Amnesty International and the Russian Society.

Gillian’s infectious personality, warmth, and welcoming nature made her a joy to be around. She had a remarkable ability to make everyone feel at ease, and her passion for the causes she championed was both inspiring and contagious. She was a pillar of the Birmingham UNA, the Central Region, and indeed the wider UN Association. Her passing is a profound loss to all who knew her, and to the UNA community, which is poorer without her steadfast dedication and wisdom.

It is impossible to fully capture Gillian’s contributions and spirit in words. She was a true internationalist and an unwavering believer in the principles of multilateralism—a shining example of commitment to a better world.

I am sure that those who know Gillian would have their own personal memories of her.

We will deeply miss her.

Photo credit: from an article by Gillian on International Women’s Day 2013 published by UNA-UK 

The following is an analysis of systemic change by Robert Smith published on 16 November 2023. Robert Frederick Smith is an American billionaire businessman and philanthropist, founder, chairman, and CEO of private equity firm Vista Equity Partners.

Key Takeaways:

• Systemic change includes the transformation of a system to create a lasting difference.
• Systemic & systematic are closely related terms. However, systemic refers to the impact throughout a system, while systematic explains a methodical approach within a system.
• There are many ways to create a systemic change plan. Some common approaches include creating a case for change, developing scalable innovations & offering

Contents

• What is Systemic Change?
• Systemic v Systematic.
• Seven Examples of Ways to Create a Systemic Change Plan.

When we hear about a new and global crisis, society acts quickly and makes pledges to fix the responsible system. Yet, many of these priorities are made in haste. As a result of acting too quickly, people and organisations sometimes overcommit and cannot deliver on their commitments to change. In addition, society often neglects to realise that many global crises are closely linked.

To create truly sustainable change, we need to realise that it requires more than a few small tweaks to a single system; we need to consider the bigger picture and drive systemic change. Ahead, we unpack the definition of systemic change and the difference between systemic and systematic. I addition, we cover different ways you can create a systemic change plan.

What is Systemic Change?

Systemic change refers to the full overhaul of a system to make a lasting difference. While approaches may vary, this form of change typically involves modifying policies, process, relationships, mindsets and power structures within a system to understand and fix underlying issues. Another way of thinking about it is working to fix deeply ingrained issues by fixing the root cause of an issue rather than zeroing in on its symptoms. Al in all, the goal of systemic change is to create a lasting impact by adjusting the core elements that form the system.

This form of change is critical because it offers society a way to solve big, important problems (think social, economic, and environmental issues and systemic racism by addressing their root causes. In other words, it offers government entities and organisations a way to understand and mitigate ingrained patterns within systems that create barriers to under- represented communities.

Systemic v Systematic

Systemic and systematic are terms that are commonly used interchangeably. They both stem from the word ‘system’ but have different meanings.

• “Systemic” describes habits or processes that impact or are embedded throughout a system.
• “Systematic” explains an organised approach or process used within a system. A systematic approach is usually expressed in a logical sequence of steps.

Put simply, “systemic” refers to the wider impact throughout a system and “systematic” explains a methodical approach or operation within a system.

Seven Examples of Ways to Create a Systemic Change Plan.

When a system needs to be updated or transformed, creating a plan for systemic change is imperative. Creating a systemic change plan first requires identification and understanding of key areas within a system that need to be transformed. Many systemic change frameworks are available to help assess the needs of a system. However, the frameworks should be viewed as guidelines rather than rigid templates, given that each situation is unique. Thinking of systemic change frameworks as references will allow for adjustments to accommodate the evolving dynamics of a transformation.

Ahead, we discuss seven examples of ways you can start creating a systemic change plan.

1. Develop a case for change: This strategy includes using fact-based information to help those involved better understand key issues and their impacts. Identifying issues hel[ps to create buy-in and commitment from stakeholders such as legislators or executives.
2. Spread the word: Raising awareness about important issues is a critical component of creating a systemic change plan because it generates awareness and support. This can foster better understanding of proposed changes to initiative transformation.
3. Collaborate: Collaboration is critical to developing a a systemic change plan because it helps diverse perspectives, expertise resources to come together. Including a group of stakeholders from different backgrounds and skill sets to foster a sense of shared responsibility which can make a plan more comprehensive. In addition, it also promotes collective problem-solving & increases the likelihood of successful implementation.
4. Create and grow innovations: Building and scaling innovations is an integral component of a systemic change plan for several reasons. Innovations often help initiate transformative shifts by introducing new solutions to longstanding issues. Taking measures to ensure these innovative solutions grow ensures their long-term impact.
5. Offering incentives: Offering incentives plays a crucial role in creating a a successful change plan. Incentives provide motivation and guidance for stakeholders who are experts within the transformation.
6. Positively adjust the culture: While it may be easier said than done, it is important to make every effort to shift culture if positive systemic change is required. By fostering a culture that promotes innovation and adaptability, individuals are more likely to embrace change. Doing so can help create a solid foundation for long-term transformation.
7. Develop rules and standards: Creating rules and standards is a crucial component of developing a systemic change plan because it creates clear guidelines for everyone involved. In addition, they help to encourage consistency in actions across the system, which fosters a sense of accountability.

Extracted by Barrie Oxtoby: 1^st October 2024

It includes a toolkit for the United Kingdom which includes “Measuring up: How the UK is performing on the UN Sustainable Development Goals” among other tools.

The network is affiliated to UNA-UK.

It has a Climate Change Monitoring Platform and a Climate Action Platform.

Policy paper published 21 April 2022

https://www.gov.uk/government/publications/sustainability-and-climate-change-strategy/sustainability-and-climate-change-a-strategy-for-the-education-and-childrens-services-systems

Geography Curriculum

Climate and Climate Change are only mentioned in the Geography Curriculum.

https://geography.org.uk/curriculum-support/support-guidance-curriculum-planning/the-geography-national-curriculum 

The current National Curriculum for England applies only to maintained schools in England – NOT to academies or free schools.

However, the national curriculum is used by the school inspectorate, Ofsted, as a benchmark in terms of curriculum ambition, breadth and depth.

Geography is a statutory subject throughout key stages 1-3 (ages 5-14)

It is mentioned in Key stages 2 and 3 curricula.

Key Stage 2 is the legal term for the four years of schooling in maintained schools in England and Wales normally known as Year 3, Year 4, Year 5 and Year 6, when the pupils are aged between 7 and 11 years.

Key Stage 3 (commonly abbreviated as KS3) is the legal term for the three years of schooling in maintained schools in England and Wales normally known as Year 7, Year 8 and Year 9, when pupils are aged between 11 and 14.

National curriculum in England: geography programmes of study

Geography is a statutory subject throughout key stages 1-3 (ages 5-14).

Published 11 September 2013

https://www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study/national-curriculum-in-england-geography-programmes-of-study 

Key stage 2

Human and physical geography

…describe and understand key aspects of physical geography, including: climate zones…

Key stage 3

Human and physical geography

• understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
  • physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
  • human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources
• understand how human and physical processes interact to influence and change landscapes, environments and the climate; and how human activity relies on the effective functioning of natural systems

See also

https://unacentral.uk/climate-change-educational-resources/