Monitoring and evaluation in gender equality in education aims to track the progress made towards achieving gender equality in education, identify areas where disparities exist, and inform policy and program interventions to address these disparities.

Teacher-student ratio is not a key indicator for monitoring gender equality in education. It is a general indicator of the quality of education and does not specifically measure gender disparities.

The gender parity index (GPI) is the ratio of girls' to boys' enrollment rates at all levels of education. It is used to measure progress towards achieving gender equality in education.

Disaggregated data is essential for monitoring gender equality in education because it allows for the identification of gender disparities within different subgroups, ensures that resources are allocated equitably to boys and girls, and enables the tracking of progress towards achieving gender equality in education.

Lack of political will to prioritize gender equality in education is not a challenge in monitoring and evaluating gender equality in education. It is a broader issue that affects the overall implementation of gender equality policies and programs.

Stakeholders have a crucial role to play in monitoring and evaluating gender equality in education by providing data and information, participating in the design and implementation of monitoring and evaluation activities, and using the findings to improve policies and programs.

Monitoring and evaluation can contribute to achieving gender equality in education by providing evidence for the need for gender-responsive policies and programs, tracking progress towards achieving gender equality, and identifying areas where disparities exist and interventions are needed.

Best practices for monitoring and evaluating gender equality in education include using a participatory approach, collecting and analyzing disaggregated data, using a variety of methods and tools, and reporting on the findings in a clear and accessible manner.

Challenges in monitoring and evaluating gender equality in education in developing countries include lack of reliable and timely data, limited capacity to collect and analyze data, and resistance from stakeholders to addressing gender disparities.

Monitoring and evaluation can be used to promote gender equality in education in developing countries by providing evidence for the need for gender-responsive policies and programs, tracking progress towards achieving gender equality, and identifying areas where disparities exist and interventions are needed.

Key indicators for monitoring gender equality in education in developing countries include enrollment rates of boys and girls, completion rates of boys and girls, and gender parity index.

Monitoring and evaluation can be used to improve the quality of education for girls in developing countries by identifying areas where girls face barriers to accessing and completing education, tracking progress towards achieving gender equality, and providing evidence for the need for gender-responsive teaching and learning practices.

Challenges in monitoring and evaluating gender equality in education in conflict-affected countries include lack of security and access to data, displacement of populations, and limited capacity to collect and analyze data.

Monitoring and evaluation can be used to promote gender equality in education in conflict-affected countries by providing evidence for the need for gender-responsive policies and programs, tracking progress towards achieving gender equality, and identifying areas where disparities exist and interventions are needed.

Key indicators for monitoring gender equality in education in conflict-affected countries include enrollment rates of boys and girls, completion rates of boys and girls, and gender parity index.