Globally, higher education policy is typically framed in terms of the technical employability capabilities to advance the economic productivity of nations, and as such, can be myopic to the wider sustainable development challenge of 'Decent Work' (a form of employment with good working conditions). This form of myopia can fail to materially change the sociocultural conditions in local contexts of learning and work and ultimately perpetuate structural disadvantage. This article draws from policy participation conducted over 4 years which included (i) longitudinal focus group dialogue involving educational policy makers, implementers and students (n = 102) and (ii) document analysis of formal policy and evaluation reports. The study is conducted in one of the fastest growing economies which is rapidly developing its policy frameworks (Vietnam) to enhance the employability of ethnic minority students. Findings highlight the need for (i) a meta-perspective which encompasses the multiple stakeholders involved in enabling students to access and engage in decent work, (ii) building the capacity of students to actively change and improve their situations and (iii) awareness of the ways in which governments, educational institutions and employers can value the diversity of students and their circumstances. In contrast to the dominant institutional perspective, this article conceptualises the "counter-active effects" across education-work ecosystems which mediate policy efficacy and advances an alternative conceptual framework that integrates "ecosystems, empowerment" and "recognition" theory to inform policy formulation and assessment . This article advocates "expansive" rather than "myopic" policy to drive participation in Decent Work.