Vietnam's Youth Face 'Three No's' Dilemma Amidst Aging Population

Vietnam's future competitiveness hinges on resolving the "three no's" dilemma for its youth, a situation that leaves millions uncertain about their futures as the nation rapidly ages. The core issue, according to national leadership, lies in an outdated education system that prioritizes degrees over practical skills and market demand.

General Secretary and President Tô Lâm has called for a fundamental shift in human resource training. He stressed the need to move away from a focus on academic credentials and toward professional competencies, and to tailor education to industry orders and measurable skill outcomes. This directive directly addresses the root cause of the "three no's" problem, identified by National Assembly's Committee on Culture and Social Affairs Vice Chairman Tạ Văn Hạ as a disconnect between training and the job market, coupled with a lack of foresight.

"Training is just for training's sake, leading to redundancy," Hạ observed. He proposed a transition from training based on educational institutions' capacity to training driven by labor market demand. The true measure of success, he argued, should be the quality of employment and the employability of graduates, not merely the number of graduates. This means focusing on whether students can actually make a living from their chosen field.

Dr. Bùi Sỹ Lợi, former Vice Chairman of the National Assembly's Committee on Culture and Social Affairs, suggested that government agencies must act as orchestrators, connecting labor supply and demand. This includes forecasting workforce needs and guiding the education system accordingly. Regular updates on labor market forecasts are essential for training institutions to adjust enrollment numbers and program offerings, while also helping students make informed career choices. Career guidance should begin in high school to steer young people toward market needs rather than chasing "hot" fields or following the crowd.

To break free from the degree-centric mindset, President Tô Lâm proposed reallocating training budgets based on employment rates, post-graduation salaries, and employer satisfaction, rather than simply the number of classes, students, or certificates. This approach, common in developed nations, avoids diffuse funding by linking it to tangible outcomes. In Vietnam, the Ministry of Education and Training already prohibits schools from increasing enrollment if fewer than 70% of graduates are employed. However, experts like Tạ Văn Hạ believe the evaluation criteria should extend beyond employment rates to include job-skill alignment, post-graduation income, and employer satisfaction, alongside accreditation quality.

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