Calls for transformative adaptation to climate change require attention to the type of capacity building that can support it. Community-level capacity building can help to ensure ownership and legitimacy of longer-term interventions. Given that marginalized communities are highly vulnerable to climate risk, it is important to build their capacity to adapt locally and to integrate their perspectives into higherlevel adaptation measures. Current adaptation policy does not pay sufficient attention to this. Using a Cape Town-based project on water governance in lowincome urban settlements, this paper explores how a transdisciplinary research project supported capacity building. Our findings suggest that knowledge cocreation at the community level is central to the capacity building that is needed in order to inform transformative adaptation. The collaborative methodology used is also important; we illustrate how a transdisciplinary approach can contribute to transformative adaptation where knowledge is co-produced to empower community-level actors and organizations to assert their perspectives with greater confidence and legitimacy. We argue that if capacity building processes shift from the top-down transferal of existing knowledge to the co-creation of contextual understandings, they have the potential to deliver more transformative adaptation. By considering diverse sources of knowledge and knowledge systems, capacity building can start to confront inequalities and shift dominant power dynamics. Adaptation policy could provide more guidance and support for community-level transdisciplinary processes that can enable this type of transformative adaptation. Key policy insights. To address equity and justice issues as well as climate risk, adaptation policy needs to better support transformative adaptation. . Community-level capacity building, called for by developing countries, will benefit from more attention to bottom-up approaches as a complement to top-down ones. . Community-led research that draws on a diversity of knowledge systems can effectively inform the development of transformative adaptation interventions. . Transdisciplinary research methods present a promising pedagogical approach to building transformative adaptation capacity. . Adaptation policy for capacity building would benefit from a broader understanding of governance that includes local participation and values bottom-up contributions. . A priority for capacity building is getting previously excluded actors a spot at the negotiating table as well as skills to substantiate their arguments.

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Cape Town's water injustices are entrenched by the mismatch between government interventions and the lived realities in many informal settlements and other low-income areas. This transdisciplinary study draws on over 300 stories from such communities, showing overwhelming frustration with the municipality's inability to address leaking pipes, faulty bills and poor sanitation. Cape Town's interventions typically rely on technical solutions that tend to ignore or even exacerbate the complex social problems on the ground. Water justice requires attention be paid to the range of everyday realities that exist in the spectrum from formal to informal settlements.

Roughly eight hundred million youth are projected to enter the African job market by 2050. This presents both an opportunity and a challenge for urgently needed sustainability transitions on the continent, because with appropriate training and skills this youth bulge could be instrumental in driving systemic change. By training the youth in new practices and approaches, they could be central to creating new systems and African futures that are more sustainable and just. We focus on the question of where the new skills and competencies needed to underpin such transitions could come from and, in turn, how youth might access these competencies. We investigate these questions by exploring an emerging sustainability niche around organic agriculture in the South African food system. We used a network and power-mapping tool, Net-Map, to map the key knowledge resources used by successful organic farmers, as well as to understand how actor learning networks develop and disseminate new skills and competencies. We found that although a substantial volume of knowledge has been generated and sophisticated informal learning networks exist within the niche we studied, knowledge is highly fragmented. The development and transfer of knowledge is impeded by the absence of teaching capacity and poor institutional alignment at a provincial and national level. Our findings suggest that state-led extension services and formal training institutions are of little help to niche pioneers and instead contribute toward the path-dependency of the current food regime. The substantial implications of these findings underscore the need for further studies to investigate whether similar patterns hold elsewhere on the continent, and for other niches. If they do, our findings imply that addressing the sustainability challenges on the African continent will require creative approaches and new models of learning that are capable of developing and transferring the knowledge and practices emerging in sustainability niches to the 90% of youth in Africa who will not progress to formal tertiary training but will be central to driving potential sustainability transitions.

In this article we address the debate on regional skills formation systems in Africa. We draw on the social ecosystems model (SEM) developed by Hodgson and Spours to analyse data from four case studies that reflect the complexities of African economies, rural and urban, formal and informal. The SEM model helps us focus on the three dimensions of a strong skills ecosystem: collaboration between a range of actors, key institutions and system leaders within the region (the horizontal); top‐down policies, regulations, and funding streams that enable or constrain the regional skills ecosystem (the vertical); and the points where these two interact, often through mediation activities. In the case of the last of these three, our cases point to the importance of nurturing organisations which can provide SEM leadership, particularly in more fragile ecosystems. Yet, in none of the cases, are public vocational institutions playing the strong anchor role envisaged in the model. The significance of the paper lies in three ways it develops the SEM in relation to regional skills ecosystems. First, we problematise the notion of a facilitatory state and place it within wider national and global webs of power. Second, we insist that the local or regional is always embedded in and networked into myriad national and international levels. This requires a more complex understanding of how social skills ecosystems operate. Third, the notion of an anchor institution requires further elaboration. In most social ecosystems these institutions need to be built or strengthened and a clearer understanding is required of the processes of institutionalisation and what mechanisms make it possible to build this capacity and sustain it over time.