The Educational Frontier Trust(TEFT)
Richard Walton is a founding trustee of The Educational Frontier Trust of which he is now Chair (since 2015).
The Educational Frontier Trust (TEFT) is a UK registered charity which is supporting work amongst the pastoralist communities in Northern Kenya. TEFT funds the Kisima Mixed Secondary School in Nyahururu, Kenya providing free, residential education for 160 children mainly from the pastoralist communities in Northern Kenya. The Project is Kenyan-inspired and Kenyan-led, and through education aims to help young people become more self-determining and self-sustaining.
Kisima Secondary School is a Christian organisation working with disadvantaged children of Northern Kenya. Northern Kenya is a marginalised region, where most people live as nomadic pastoralists (herders who move their livestock from place to place in search of water and pasture), facing increasingly difficult living conditions. It borders similarly deprived Ethiopia, Somalia and Sudan, countries devastated by years of war and famine.
The region suffers from drought, banditry, violent conflict and virtually no public services. In some areas 90% of the population is illiterate and up to 80% depend on relief agencies for survival. Young people desperately need practical help to learn new skills to overcome these challenges and bring new life to their communities and the region.
Through education and training Kisima aims to help pastoralists steer themselves out of dependence and marginalisation. Kisima Secondary School provides education to children from disadvantaged backgrounds who have proven academic potential to benefit from further learning. The school works to foster integration between the communities of Northern Kenya and wider Kenyan society.
Opened in 2005, Kisima Secondary School is a free residential school for 160 boys and girls aged between 14 and 18 years mainly from Northern Kenya but also from other needy areas of Kenya.
Kisima provides education that is sensitive to the social, cultural, economic, political and environmental backgrounds of the students, while at the same time pursuing the more inclusive national objectives of education in Kenya.