|
Phase
|
Activity
|
Name of Leading Partner
|
|
1.
|
Establishment of the partnerships and composition of a representative stakeholders
advisory board
|
|
|
1.1
|
Formulation of a concept note
|
|
1.2
|
Mobilization of partner institutions
|
|
1.3
|
Agreement on the timeline
|
|
1.4
|
MoU agreement and signature
|
|
1.5
|
Mobilization of volunteers for the Advisory Board
|
|
1.6
|
Agreement on the call for nominations, with support of the Advisory Board
|
|
|
|
2. Desk review
|
|
2.1
|
Selection of research assistant(s)
|
|
2.2
|
Collection of key references
|
|
2.3
|
Development of trend map
|
|
2.4
|
Discussion and preparation for peer-review workshop
|
|
2.5
|
Distribution of zero draft of report to all members in a timely manner
|
|
|
|
3. Peer review (workshop)
|
|
3.1
|
Identification of key partnerships with representative global distribution
|
|
3.2
|
Identification of a facilitator to promote constructive dialogue and feedback
|
|
3.3
|
Logistical preparations for workshop, including issuing invitations
|
|
3.4
|
Preparation of comprehensive workshop report documenting substantive peer comments
|
|
|
|
4. Revision of the paper
|
|
4.1
|
Substantive revision of innovative-practice case studies to include peer feedback
and accordant/discordant views
|
|
4.2
|
Text editing for consistency, density and improved comprehension
|
|
|
|
5. Final review and coding
|
|
5.1
|
Circulation of penultimate draft to Advisory Board for final comments
|
|
5.3
|
Appropriate coding of each case study to ensure effective search and retrieval
functions
|
|
|
|
6. Publication
|
|
6.1
|
Paper formatted for publication
|
-
|
6.2
|
Paper sent for printing
|
|
6.3
|
Case studies uploaded to the GSSD Academy Solution Centre
|
|
|
|
7. Launch
|
-
|
7.1
|
Report launched at a ceremonial presentation. The GSSD Academy can help you to identify meaningful events at which to launch the report
|
-
|
7.2
|
Report circulated across the UN system through UNDP Resident Coordinator/Resident
Representative network
|
-
|
7.3
|
Report circulated through communities of practice
|
|
|