This proposal seeks to assess how migration governance has been influenced by the recent ‘refugee crisis’, and how crises at large shape policy responses on migration. Since the beginning of the ‘refugee crisis’ in 2014, different policy responses have been put forward by governments and international organisations alike. Albeit very different from one another, these different responses had two common traits: - They were generally presented as the sole realistic solution in the face of a situation that was often characterized as ‘unsustainable’. - They were often geared towards a more efficient control and surveillance of the borders. As the humanitarian crisis and the dire situation in countries such as Italy, Greece or Hungary should have prompted more cooperation in the EU, policy responses usually hinted at less cooperation, with the notable exception of the control and surveillance of the EU external border. This meant that the humanitarian crisis in the Mediterranean soon transformed into a political crisis with the EU, culminating in the Brexit referendum, where the issue of border control played a decisive role in the decision of the British electorate to leave the EU. As an attempt to revive the idea of a global governance of migration, the United Nations issued on 19 September 2016 the New York Declaration, which led to the launch of the Global Compacts on Migration and Refugees - both are them are still being negotiated at the time of submitting this proposal. Therefore, MAGYC seeks to appraise these policy responses in the light of the crisis and assess their efficiency for the long-term governance of migration.

Democracy places high demands on citizens. Political decisions have an impact on many different areas of life, they often affect future generations or neighbouring countries and they are influenced by international and global developments. One sixth of the world’s population is young and the importance of youth participation for the future of economic, societal and political development is widely acknowledged. Democracy education enables young people to recognize and represent their interests, to participate in political processes and, in doing so, to meet their fellow human beings and their concerns with respect. The project DEMOGAMES is based on the didactic approach of game-based learning and applies it to teaching young citizens on democracy. Mediated knowledge on democratic processes, norms and values often remains abstract. In contrast, highly complex facts can be conveyed in an activating, participative and engaging manner through game based learning. With the project proposed here, several game based learning tools will be designed and later on applied in promoting democracy education in youth work and non-formal education with the main purpose to engage, connect and empower young people. We are confident that democracy education can lead to greater understanding of democratic processes, norms, and values and increase the ability of young people to effectively participate in society and political life.DEMOGAMES will advance democracy education with respect to learning about, through and for democracy. Our objectives are to introduce young citizens to the topic of democracy in an engaging and participative way by playing analog and digital games. The active participation in playful units awakens young citizens’ interest in the subject and promotes experiential learning. The project includes several activities for young people and practitioners in youth work and non-formal education to engage in discussions on democracy related topics beyond their local, regional or national experience.