FRACTAL aims to undertake transdisciplinary research to co-produce relevant climate knowledge for city regions in southern Africa. Research within the project is broadly organised by clusters of collaboration. In addition to these clusters and the core administration and management team, task teams have been established to drive processes in a transdisciplinary manner. These task teams consist of project partners from a range of organisations and backgrounds. Similar to the clusters, these task teams are dynamic and evolutionary. An overview of these task teams is provided below.
City task teams: To facilitate the city learning dialogues in the cities, task teams have been established for Lusaka, Maputo and Windhoek. One overarching task team has also been established to represent Blantyre, Gaborone and Harare. Each of these task teams includes at least one representative from Met Office (UK), Red Cross Crescent Climate Centre (RCCCC), the University of Cape Town (UCT), Stockholm Environment Institute (SEI), city stakeholders and the local university partners, along with many other project partners. For more information on these task teams, contact Anna Taylor (UCT) at email@example.com, or Bettina Koelle (RCCCC) at firstname.lastname@example.org.
Communications committee: A communications committee (comms. committee) has been established to implement the programmatic engagement, communications and uptake strategy, in collaboration with other project partners. For more information on the communications committee, contact Alice McClure at email@example.com
Learning working group: One of FRACTAL’s main objectives is to document learning at a city, project and “community of FRACTAL” level. To drive this process, a framework has been developed in a collaborate manner with project partners and is being implemented. The overarching aims of this framework are to: i) instill and maintain a hunger for learning among project partners and other knowledge holders associated with the FRACTAL project; ii) create stimulating spaces that allow reflection and documentation of iterative learning in the process; iii) use this learning, reflection and evaluation to improve project activities, and the broader community of practice; and iv) ensure sound process of participatory monitoring and evaluation of the project that produces robust evidence. For more information on the learning working group, contact Bettina Koelle (RCCCC) at firstname.lastname@example.org or Alice McClure at email@example.com.