Preventing school failure is about developing an inclusive system where all learners – including those at risk of failure and most vulnerable to exclusion – receive a high-quality education. Building school capacity and combating school failure are crucial steps in the efforts to develop a more inclusive education system. Research shows that young people with disabilities, physical or mental illness, from socio-economically disadvantaged areas together with people who do not have a high school education and young people born abroad, are groups that are overrepresented in terms of people who neither work nor study. Students with learning difficulties and educational needs also have some of the lowest attainment levels in both the UK, France and Sweden. Building school capacity and combating school failure have long been and continue to be a priority area for the three project partners. The partnership includes two public regional authorities and one school from three European countries (Sweden, France and UK). In the selection of the partnership, the goal has been to establish a collaboration that represent and use each partners specific characteristics to create a project where the quality of results are high, relevant and usable. The starting point for the project is dual. Beside combating school failure, there are today several member states experiencing labour shortages, and efforts that widen the potential supply of labour is needed. We could also expect that labour shortage might put already vulnerable target groups even further from a potential job since both demand and competition for high skilled workers will escalate. One way to meet this challenge is to strengthen an inclusive dimension in educational policies that support all individuals in acquiring and developing basic skills and key competences and close their gap to the labour market.The DIGINC project aims to create an innovative model for modernizing education and confronting the risk of exclusion for persons with learning disabilities and difficulties or that for other reasons are limited to take part in internships, by developing more engaging, motivating learning and teaching experiences through the use of digital experiences in internship. Actions will contribute to building digital education readiness and mitigating the impact of the Covid-19-crisis. Moreover, the aim is also to- Provide teaching and non-teaching staff and schools with opportunities to innovate in their organisations and empower their students-Create visibility for workplaces, that have difficulty accepting students on internships due to the work environment (e.g. Covid-19, dangerous machines, hazardous environment)-Exploit and disseminate the project results at different levels of society to be able to create longlasting and sustainable impact. The partners all work close to decision-makers in charge of teacher-training provision or teacher training centers, providing good practise to face common challenges in the use of ICT in school education. Activities that will lead to the project results are among others L/T/T-activities with a strong relevance and connection to the IO’s: Mapping of workplaces and school's collaboration with working life (IO1), Case production (IO2) where each partner develops a model/case for how a workplace can be made visible through a digital experience. Based on surveys and models/cases, Guidelines for continued work (IO3) are developed, for how workplaces and work steps can be made visible through a digital experience and how the schools can prepare students for a digital workplace visit. Efforts will support the understanding on how to best incorporate digital technology into work based learning.The target groups to be addressed within the project are: Primary target group -Teaching and non-teaching staff (teachers, career and guidance counsellors, school management, etc)-Educational communitySecondary target group and beneficaries-Students-Workplaces that today can or cannot offer internships