Sustainable development refers to using resources sparingly so that future generations may also use them for development. Sustainable Development Goals (SDGs) are a global development agenda adopted in 2015 to "end poverty, protect the planet, and ensure prosperity for all". The 15-year development agenda recognizes eradication of poverty in all its forms and dimensions, including extreme poverty, as the greatest global challenge and an indispensable requirement for sustainable development. However, many countries have not effectively implemented the global agenda, with one of the impediments being corruption especially in the public sector. The Maendeleo Policy Forum of 2017 in Addis Ababa, Ethiopia observed that corruption is a cross-cutting issue, which they agreed to combat. In fact, Africa is not short of normative tools to eradicate corruption. Nevertheless, corruption seems to be on the increase, eating up available resources for development, for improving lives and well-being of majority of Africans (HLPF, 2017). Uganda's Anti-Corruption Act of 2009 provides for the effectual prevention of corruption in both the public and the private sector with minimal success. Management Development Institutes have a key role to play if corruption in Uganda is to be combated. The paper therefore identified constraints towards implementation of anti-corruption strategies, as well as SDGs in Uganda. It also describes the role of Uganda Management Institute towards implementation of anti-corruption strategies in Uganda. It suggests recommendations towards engaging the higher educational sector in the campaign towards eradicating corruption, which would lead to effective implementation of SDGs.

Globally, there has been a campaign to promote participation of females in the entire development agenda in general, but specifically in the higher education sector. Public universities in Uganda have attempted to ensure that female stakeholders are given a platform to participate in leadership and governance of their respective universities, though still seemingly scanty. The study therefore explored perceptions of female student representative participation in leadership on public university councils in Uganda. The Ladder of Citizen Participation was utilised to get meanings and understandings from the perceptions regarding levels of participation. The study deployed a phenomenological research design with unstructured interview, transect walks and letter writing methods and a two-level narrative analysis technique used to capture plots and themes from the narratives. Findings reveal that female students do not have sufficient ground to effectively participate in leadership and governance due to several constraints. The revealed constraints include lack of sufficient leadership capacity, insufficient resources and gender stereotypes. It is therefore concluded that participation of female student representatives on public university councils in Uganda was mere tokenism! It is therefore recommended that the higher education sector should deliberately support female students towards effective participation in leadership. This can be done through building their capacity in leadership and governance and providing sufficient resources to enable them easily pursue their leadership and governance mandate, among others.

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The performance of Muslim Founded educational institutions has picked a lot of interest globally over the years. The Uganda Muslim Supreme Council established structures at different levels of administration to participate in the monitoring of Muslim-founded Schools. This study premised on Osborne and Gaebler's (1992) constructs of monitoring, aimed at investigating how monitoring skills of the foundation body representatives on the School Management Committees contribute to the performance of Government Aided Muslim Founded Primary Schools in Uganda, taking a case of the BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while multivariable linear regression was used to obtain the magnitude of the contribution of SMC monitoring skills to the performance of the primary schools under BMDC. The study revealed that monitoring skills have a positive correlation with the performance of the Government Aided Muslim Founded Primary Schools, though, the correlation is moderate. The moderate correlation is caused by insufficient monitoring skills exhibited by the foundation body representatives in areas such as the development of performance indicators, collection of relevant data during monitoring, designing of monitoring tools, and usage of appropriate methods during monitoring. The study, therefore, concluded that such insufficient monitoring skills have hindered them to adequately monitor which has partly affected the performance of the schools. It is as such recommended that BMDC needs to incorporate specific non-financial empowerment capacity-building components into school activities tailored to train the members on the SMC in aspects of monitoring and evaluation, adult literacy, and financial literacy for improved skills, knowledge, and leadership.

HIV and AIDS mainstreaming in the development arena has been a point of emphasis globally over the years. The higher education sector has also put emphasis on the campaign to have HIV and AIDS issues mainstreamed for in all strategies and operations. The purpose of this study is to investigate how HIV and AIDS mainstreaming has been considered in Uganda Management Institute (UMI) strategic direction. The study deployed a triangulation of cross-sectional and case study research designs where interview, Focus Group Discussions and Document review methods were deployed. The study deployed a two-level narrative analysis in order to identify patterns and plots with in participants' stories and experiences. The study made reference to the model for mainstreaming HIV/AIDS in the education sector. The study found out that HIV and AIDS was scantily mainstreamed in UMI strategic plans and during monitoring. The mainstreaming for HIV and AIDS in the higher education sector was remodeled to capture the core mandate at UMI and to include the structures and systems relevant for the Institute. It was concluded that it is not enough to merely draw strategic plans, policies and other frameworks on HIV and AIDS initiatives, but more aspects like structures and resource allocation, among others have to be considered. The study recommends that a thorough analysis for HIV and AIDS issues, as well as mitigation measures should be properly addressed during strategic and annual planning processes to allow easy planning and budgeting, implementation and follow up of the issues.