Vietnam faces rising 'Not in Education, Employment or Training' youth problem

For the past three years he has largely shut himself away. He spends his days scrolling online and his nights gaming, and has cut himself off almost entirely from friends.

His parents suggested that he switch to a different field of study. Minh usually brushed it aside, asking, "What is the point of studying when there is AI?"

Only recently did his parents realize that their son belongs to a group known globally as NEET, short for "Not in Education, Employment or Training". According to the International Labor Organization, nearly 290 million young people globally fell into this category in 2024.

In Vietnam, the number has become increasingly worrying. By the end of 2025, about 1.4 million young people fell into the NEET category. This is not simply a matter of laziness, as social stereotypes often suggest.

This "shut-in" generation reflects a deeper contradiction. Labor markets are changing at breakneck speed, while education systems are adapting far more slowly. Many training programs remain heavily academic even as employers in 2026 demand hands-on digital skills and the ability to work alongside AI.

Young people look for jobs at a job fair in Thu Duc, Ho Chi Minh City. Photo by VnExpress/Ngoc Ngan

When a university degree no longer guarantees a job, young people are more likely to lose their sense of direction.

Pressure from the online "success culture" magnifies early career setbacks, pushing many into isolation as a way to avoid being judged.

Psychological factors are also often overlooked. Prolonged unemployment or repeated rejection affects confidence. Anxiety and even depression are common. Instead of support, many young people get criticism and questions such as "Why do you not try harder?"

Gradually, they retreat from society.

The consequences of the NEET phenomenon extend beyond individuals. A large number of young people not working drags down national productivity, raises social welfare costs, and increases the risk of broader social and psychological instability. More dangerously, a country can lose an entire generation of workers.

My years of working in education and training in Australia and New Zealand have shown me approaches that break from conventional thinking.

In Australia, I once taught in a program supporting long-term unemployed youth.

Rather than pushing participants straight back into classrooms, the first step was helping them break out of isolation.

The program relied on simple activities such as community gardening, working in small workshops and local volunteer projects.

I recall a young woman in Brisbane who dropped out of school at 17 and locked herself in her room for years. When she joined an urban farming project, she started with basic tasks such as recording harvest data and packing vegetables. She was then gradually introduced to inventory management software. Within months her confidence improved visibly, and she decided to enroll in a short course on automated irrigation systems.

I also met a young woman who had worked as a supermarket cashier and lost her job after the Covid-19 pandemic. On her first day in a basic computer skills class, she told me: "I cannot even type properly yet. Please go slowly. I just want to learn things like using Word, saving files and managing folders so that I can apply for an office job."

In the first month most of my time was spent helping her practice typing and master simple digital tasks.

These stories show that learning new skills does not start with textbooks or certificates. It starts with confidence.

In New Zealand, work-and-learn models are highly encouraged. Many young people without formal qualifications can enter companies as apprentices. They receive at least minimum pay or basic allowances while being trained on the job. The approach is simple. Opportunities come first. Skills follow.

Similar initiatives could work in Vietnam. Short-term apprenticeships with local businesses like e-commerce shops, small manufacturing workshops and service firms will allow young people to work and learn without waiting for formal credentials.

District-level vocational centers and job placement offices could offer four- to six-week reskilling courses in office computing, online sales or digital customer service, skills that remain in high demand.

Addressing the NEET challenge is far from simple; there is no one-size-fits-all solution.

Bringing a young person back into education or employment takes time, patience and coordination across institutions.

In Australia and New Zealand, governments provide jobseeker programs and basic living allowances for unemployed youth. But these benefits are not offered gratis: Recipients must show that they are enrolled in training, participating in career guidance programs or actively applying for jobs.

Society needs safety nets and mental health support designed specifically for NEET youth. Career counseling, retraining opportunities and psychological support can help young people gradually find their way back into the workforce.

In East Asian cultures, which place a high value on achievement and social standing, parents play an especially important role. Constant comparison and pressure can push children deeper into a sense of failure. Rather than demanding immediate success, families can, and should, serve as anchors. Small, realistic goals such as completing a short course or trying part-time work, are often far more meaningful than insisting on a stable career in a short time.

Without coordinated solutions, today's 1.4 million NEET youth could become a serious economic and social burden over the next decade.

Retreating behind closed doors may offer temporary refuge from pressure. Opening those doors, through opportunity, patience and understanding, is a shared responsibility of families, schools, businesses and the wider community.