To strengthen societies and address the increased risks generated by climate change, development projects within disaster risk reduction [DRR] and climate change adaptation [CCA] must ensure the sustainability of capacity development. However, sustainability is currently flawed in such projects, which could relate to the inadequate achievement of empowerment of targeted beneficiaries. Some scholars suggest that vertical collaboration – the collaboration between stakeholders and beneficiaries – is decisive in determining the achievement of community empowerment during implementation. Still, the role of vertical collaboration and the dynamics of this relationship remains unexplored. By comparing a development initiative within climate-smart agriculture [CSA] implemented in two different communities in Eswatini, this thesis aims to evaluate the achievement of vertical collaboration and explore the relationship between vertical collaboration and empowerment. The results show that the achievement of vertical collaboration does covariate with the presence of empowerment and that certain factors are more influential in determining outcomes than others. These factors include the presence of opportunities for all participants to get involved; active, accessible, and participatory communication; bidirectional learning; and providing beneficiaries with voice and decision-making power. The findings support the theoretical argument, demonstrating that vertical collaboration plays a role in determining empowerment, and highlight the importance of considering it as a critical aspect when implementing CSA projects. However, the sustainability of capacity developments could not be identified in either community, suggesting that alternative factors might be essential for long-term outcomes. Further research is required to understand interconnections among identified factors and how they can be leveraged for the success and sustainability of capacity development within this field.

Over time, the state has undertaken various reforms to govern the development of education. The issue of using new media may be seen as such an example. A change in the use of media in education imposes great challenges on both municipalities and teachers. This thesis aims to visualise and discuss governance in the contradictions that arise in practical activities aimed at integrating new media in school teaching, based on three actors’ perspectives, namely the dilemmas of the teacher, the media pedagogue and the media developer. The study is based on systemic thinking about governance and I employ both activity theory and the concept of governmentality to visualise and discuss the governance. The study is conducted in the form of a case study. The case consists of a municipality where, based on the curriculum’s mission, teachers have tried to find ways to integrate new media into their teaching. My own connection to the case consists of having been a driving and governing force in the work as a teacher, media pedagogue and media developer. The case was chosen because the municipality’s work on the national level and via the media has been held up as a good example. The empirical part consists of both my own life narrative and studies of different documents, texts, images, films and sound recordings that show how govern­mentalities are formed and take shape on the micro, macro and meso levels. I use a methodological prism, a combination of different analytical perspectives, discourse, activity, narratives and governmentality. The results reveal that the driving actors are innovatively handling the systemic contradictions that arise in the work of carrying out the curriculum’s mission. The governance of the activities is based on a trust rationality. The more the use of new media is spread in the municipality’s schools, the more contradictory it becomes for the middle level’s actors. The trust rationality has been superseded by a distrust rationality, creating a growing gap between the administration and the activities.