“Designing and Explaining a Policy Framework for the NEET Phenomenon among Young Women: A Grounded Theory Approach”

Design and Explanation of a Policy Framework for the NEET Phenomenon among Young Women: A Grounded Theory Approach









Introduction

The NEET phenomenon (Not in Employment, Education, or Training) refers to young people, typically aged 15–24 years (and up to 29 or 34 years in some countries), who are not engaged in formal education, employment, or vocational training. Due to its social and economic consequences, NEET has become a key indicator for assessing youth well-being and social inclusion. The United Nations 2030 Sustainable Development Agenda highlights the reduction of NEET rates as an essential objective for achieving decent work, productive employment, and sustainable development.

The prevalence of NEET varies considerably across countries, genders, and socioeconomic contexts. While NEET rates remain relatively low in countries such as Germany, Japan, and Singapore, they are significantly higher in developing countries. In Iran, the NEET rate exceeds 36%, with approximately 38% of young people aged 15–29 being inactive, unemployed, or outside the education system. More importantly, young women are disproportionately affected, with the female NEET rate estimated to be approximately 2.5 times higher than that of men. This situation not only represents a substantial loss of human capital but also contributes to economic dependency, social exclusion, and gender inequality.

Previous studies have shown that women in NEET status face multiple and intersecting disadvantages, including restricted access to education and employment opportunities, traditional gender norms, caregiving responsibilities, and limited social support networks. Despite growing scholarly attention to NEET, most existing studies have examined the phenomenon primarily from economic or labor-market perspectives. Therefore, the present study seeks to develop and explain a policy framework for the NEET phenomenon among young women through a grounded theory approach. By identifying the key dimensions, components, and relationships shaping NEET status, the study aims to provide a comprehensive framework for evidence-based policymaking in the fields of education, skills development, and employment.



Methodology

This study adopted a qualitative approach based on Strauss and Corbin’s grounded theory methodology. Participants included 29 experts and managers from the Ministry of Science, Research and Technology, the Ministry of Education, and the Technical and Vocational Training Organization of Iran, selected through purposive sampling. Data were collected through in-depth semi-structured interviews and analyzed using open, axial, and selective coding. A total of 28 conceptual categories were identified and integrated into a paradigmatic model. To ensure the trustworthiness of the findings, Lincoln and Guba’s criteria—credibility, transferability, dependability, and confirmability—were applied through maximum variation sampling, member checking, independent coding, expert review, and systematic documentation of the research process.



Discussion and Results

The findings of this study indicate that the NEET phenomenon among young women results from the interaction of educational, structural, gender-related, and policy factors rather than merely individual deficiencies or unemployment. Consistent with previous studies (Silver, 2015; Quintini & Martin, 2014), the results highlight the importance of the mismatch between education and labor market demands, inadequate skills-development policies, and ineffective educational and career guidance in shaping NEET status. The findings also support earlier research emphasizing the role of gender inequalities, family responsibilities, and institutional barriers in limiting women’s labor market participation (Danner et al., 2021; Kang & Youn, 2024; Bongaarts et al., 2019).

The study further revealed that weak social support networks, limited lifelong learning opportunities, inadequate non-cognitive skills development, and unequal access to educational and training infrastructure contribute to the reproduction of NEET status among women. These findings are consistent with previous research highlighting the influence of family background, regional disparities, and social exclusion on NEET outcomes (Alfieri et al., 2015; Mihai & Niţu, 2024; Simões, 2025).

In addition, the results identified women’s skills empowerment, entrepreneurship, stronger education-to-work linkages, supportive institutional policies, and social support measures as key factors influencing the reduction of NEET status. These findings align with studies emphasizing the importance of skill-oriented education, youth empowerment programs, and supportive interventions (Doss et al., 2020; Yazali, 2024). Furthermore, the psychological and social consequences identified in this study are consistent with previous research linking NEET status to reduced well-being, lower self-confidence, social isolation, and mental health challenges (Berry et al., 2024; Karaoğlan et al., 2023; Tanton et al., 2021).

While previous studies have generally examined economic, educational, or social dimensions of NEET separately, the present study contributes by providing an integrated and policy-oriented framework that explains the relationships among causal, contextual, intervening, strategic, and outcome factors. Moreover, unlike many earlier studies that treated women as part of the general NEET population, this research specifically focuses on young women and highlights the role of gendered structures in reproducing NEET status.



Conclusion

This study aimed to design and explain a framework for understanding the NEET phenomenon among women through a systematic and policy-oriented approach. The findings revealed that NEET status among women cannot be attributed solely to individual shortcomings or educational failure; rather, it is the result of a complex interaction among contextual conditions, policy-related intervening factors, and institutional strategies operating within the domains of education, employment, and skills development.

Analysis of the policy framework developed in this study indicates that causal conditions such as the mismatch between education and labor market demands, inadequate development of practical skills, and gender-based constraints create the conditions for the reproduction of NEET status. These factors operate within a broader context characterized by regional inequalities, inadequate educational infrastructure, and prevailing gender norms. Furthermore, intervening conditions, including educational policies, institutional support mechanisms, and skills-development programs, can either reinforce or mitigate the effects of these causal factors.

The proposed framework also demonstrates that strategies such as redesigning school-to-work transition pathways, promoting flexible learning and employment opportunities, strengthening women’s professional networks, mobilizing local and regional capacities, and enhancing integrated governance in education and employment systems constitute key policy responses for addressing the NEET phenomenon. The implementation of these strategies can contribute not only to the enhancement of women’s human capital and self-efficacy but also to improved employment outcomes, reduced social exclusion, increased economic participation, and greater gender equity. These interventions generate outcomes at both the intra-systemic level, through strengthening human capital and improving the effectiveness of education and skills-development systems, and the extra-systemic level, through increasing economic and social participation, reducing gender inequalities, and promoting sustainable development.

Overall, the findings suggest that effectively addressing the NEET phenomenon among women requires moving beyond fragmented and sector-specific policies toward an integrated, gender-sensitive approach that strengthens the connections between education, skills development, and employment. From this perspective, the proposed framework can serve as an analytical and policy tool for policymakers and practitioners in the fields of women’s affairs, education, and skills development, supporting efforts to reduce cycles of exclusion and foster sustainable pathways for women’s empowerment and participation.

Keywords:

Employment, Education, Skills Development, NEET, Grounded Theory



JEL Classifications:

Education Policies

Skills Development

Employment Policy

Education and Economic Development

Human Capital Development