Here’s a simplified list of the top 50% of schools by number of learners not progressed ie failed (2024) that you provided, showing just the school name and 2024 'Progressed No' for the first 50 entries:
Mgezwa Senior Secondary School – 87
Ben Mali Senior Secondary School – 86
Nogemane Senior Secondary School – 86
Mazibuko Senior Secondary School – 83
Richard Varha High School – 61
Ntafufu Senior Secondary School – 52
Sediba-Thuto SS – 51
J A Calata Senior Secondary School – 49
Nkululeko Senior Secondary School – 49
Mfesane Senior Secondary School – 49
Lutuka Senior Secondary School – 47
Khanya Senior Secondary School – 46
Qumbu Village S S S – 45
Tholang Senior Secondary School – 44
Cibeni Senior Secondary School – 44
Ntsokotha Senior Secondary School – 43
Lehana Senior Secondary School – 43
Nyameko High School – 43
Gamble Street Secondary School – 43
Mzontsundu Senior Secondary – 42
Mxhume Senior Secondary School – 42
Ndaliso Senior Secondary School – 41
Little Flower S S S – 41
Blyletts Combined School – 41
Mceula Senior Secondary School – 40
Luvuyo Lerumo School – 39
Kusile Comprehensive School – 39
Chapman High School – 38
Ebenezer Nyathi Senior Secondary – 38
Makukhanye Senior Secondary School – 37
Bulelani Senior Secondary School – 37
Qaqamba Senior Secondary School – 37
Attwell Madala High School – 36
Nkwanca High School – 36
Sangoni Senior Secondary School – 35
Alphendale Secondary School – 35
Langa Senior Secondary School – 35
V M Kwinana S S S – 35
Mzokhanyo High School – 34
Lamplough Senior Secondary School – 34
Masiphathisane Senior Secondary – 34
Bhisho High School – 34
Middelland Secondary School – 33
Enoch Sontonga Senior Secondary – 33
Bodweni Senior Secondary School – 33
Sifonondile Senior Secondary School – 32
Butterworth High School – 32
Hector Peterson High School – 32
Nkgopoleng SS – 32
Joubert Ludidi S S S – 32
Here’s a summary of what the Eastern Cape Department of Education (ECDoE) and the provincial government are doing to improve mathematics (and science/critical subjects) in the province. I can pull more detailed programme‑documents if you like.
Transformational Education System Plan (2019‑2024)
The ECDoE’s “2019 – 2024 Revised Education System Transformation Plan” sets out broad goals including “Increased supply of appropriately trained educators” and improved learning outcomes. ECDOE
Under Pillar 2 (“Economic Drive”), there is a focus on numeracy/literacy and “an understanding of how the world operates” which implicitly supports maths & science. ECDOE
The plan emphasises building capacity in teachers/institutions and improving quality in schools. ECDOE
Learner Support & Subject Participation
A national‑provincial‑district engagement in the Eastern Cape emphasised increasing learner participation in Mathematics, Physical Sciences, Technical and BCM subjects (Business, Commerce & Management) in the province. Department of Basic Education
The ECDoE has auditing and preparatory work around the shift to the new policy for mathematics‑technology (“MTbBE” model) and has a term bank for Mathematics, Natural Sciences & Technology in isiXhosa/Sesotho for primary schools. Department of Basic Education
Resourcing, Infrastructure & Teacher Support
On the EC government website: over the medium term the department plans to provide high‑quality learning materials (including those for mathematics) and increase the supply of quality teachers in critical subject areas such as mathematics, coding, robotics, science & technology. EC Gov
In the ESTP plan: there is mention of fully‑functional Professional Teacher Development Institutions for decentralised training of teachers. ECDOE
Also infrastructure support, better learning & teaching materials, addressing backlogs and strengthening the district systems. ECDOE
Curriculum & Foundational Phase Emphasis
The shift to the new “Mathematics, Technology & …?” (MTbBE) in primary phase: the ECDoE conducted audits of schools and prepared for rollout in ~1,438 primary schools in 2025. Department of Basic Education
Term banks in home languages for Maths/Natural Sciences for primary schools. Department of Basic Education
The province is trying to increase learner participation in mathematics by making the subject more accessible, better resourced, and supported by teacher development.
There is a recognition that mathematics (and science) are gateway subjects for future skills and economic participation, and so improving these is a priority in the "economic drive" of the education transformation plan.
The rollout of learning materials, teacher training, and the new curriculum model for mathematics/technology in the foundational phase should, over time, improve the quality of mathematics teaching and learning.
The major obstacles (which the plan also addresses) include: shortage of qualified teachers in mathematics; resource/equipment deficits; rural schools with higher challenge loads; and systemic issues such as school infrastructure and leadership.
The documents show intent and plan, but less publicly‑detailed evidence of specific mathematics‑only performance targets (e.g., “improve Grade 12 mathematics pass rate by X% by 2025”).
Implementation in rural and under‑resourced schools remains a big challenge.
Metrics for tracking maths improvement (versus general pass rate) may not always be disaggregated in public summaries.