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In Kaffa zone, Manjo non-dominant ethnic group is segregated from the Gomaro (Majority group) in, economic activities, social interaction, residential regions and ritual system. Because of their life on the edge Manjos are at the risk of poverty, lack of education and access to basic services. Thus, CVM Ethiopia is one of the responsive NGOs to the educational challenges of these communities. For this reason, this paper was aimed at depicting the contributions of CVM Ethiopia on schooling of Manjo non-dominant children in the Kaffa Zone so that other stakeholders can take applicable lessons. To that end, narrative research design was employed in the analysis and interpretations of qualitative data. The participants of this study were nine Manjo students, three literate Manjos, seven educational officials and two CVM coordinators. They were selected by using purposive sampling technique considering that they are beneficiaries, stakeholders of the organization and knowledgeable persons of the theme respectively. For this study, data were collected by using participant observation, semi-structured interview, focus group discussions and document analysis methods.