"The UN 2015 sustainable development (SD) agenda requires a united effort from all stakeholders should poverty be eradicated, our planet protected and prosperity for everyone ensured. Lifelong learning and education are key components to the fulfilment of this vision and is encapsulated in the fourth SDG. Specifically, SDG 4.7 aims to ensure that by 2030 all learners acquire knowledge and skills needed to promote SD, including among others through Education for Sustainable Development (ESD). PEERMENT rises from the cross of two main considerations: - On the one hand, teachers' training is one of the most relevant and efficient tool for school innovation and improvement. Mentoring and Peer Mentoring are among the most effective ways of staff training, largely present in the world of business and in the volunteering and civil society organizations, but paradoxically very little used in the European systems of Formal Education. Annually, many teachers leave courses enthusiastic to put into practice initiatives which encourage SD. However, upon return to the reality of the classrooms and communities, their passion may be challenged by inability to apply theory to practice or resource constraint. Avenues to rekindle their desire become crucial and research indicates continual engagement to be effective. - On the other hand, ESD is increasing its importance for the future of the new generations, who will face in the next decades dramatic and global challenges. Unfortunately, national policies don't currently foresee adequate ""accompanying measures"" at the level of teachers' training. The new importance of ESD requires new and unprecedented competences of teachers: they should be able to lead their pupils towards the values of peace, solidarity, democracy, and at the same time to allow them to understand complex phenomena using knowledge coming from a lot of different subjects. Currently, none of the existing national systems of teachers' training in the EU appear able to support teachers in this new and difficult challenge. In short, ESD is nowadays marching on the legs of a few willing teachers. So, the purpose of this project is to lay - out, test, improve and disseminate a new model of Mentoring and Peer - Mentoring for ESD. This aim will be reached through a process of Action / Research that will directly involve about 20 Education Specialists as teachers' trainer and senior mentors, about 50 teachers as mentees through in Local Testing Groups (30 of which will receive a ""full immersion"" international experience of Peer Mentoring), about 800 pupils, with further teachers (around 100) involved in the Local and International Systems of Mentoring. PEERMENT is innovation - oriented and will produce five Intellectual Outputs: 1. a study on good practices existing in the EU in the field of Mentoring and Peer - Mentoring; 2. a system for recognizing and validate the new competence of ""Mentor for ESD""; 3. guidelines for Education Specialists who want to work as ""Mentors for ESD""; 4. guidelines for teachers who want to be involved in Mentoring and Peer - Mentoring systems; 5. a set of didactic materials on some relevant ""Global Challenges"", in form of ""web - quests"". All these Outputs will be produced through a strong involvement of direct target - groups in processes that have these steps: design of a prototype - experimentation - self-evaluation - improvement of the prototype - dissemination. The process will include: - local seminars to test the effectiveness of the guidelines for Education Specialists; - local testing courses to experiment the guidelines for teachers; - practical work of mentees teachers with their students, to test the competences acquired thanks to the training based on mentoring. A series of Multiplier events and a transnational learning activity (in the form of teachers' course) at the end of the project, will be the main tools for dissemination, together with a massive use of the project website, social media, newsletters addressed to thousands of stakeholders and press conferences. In the short - medium term, the envisaged impacts are: - Capacity building of Education Specialists and Teachers in projecting, planning and managing a mechanism of mentoring and peer- mentoring for ESD; - Empowerment of students in the key - competences, through their involvement in innovative experiences of learning and active citizenship. The longer-term benefits will be: - Mainstreaming and diffusion of mentoring and peer - mentoring for teachers' initial and in service training, not only in the field of ESD. - Enhancement of ESD in the EU, conceived as a fundamental and inter-disciplinary part of curricula. PEERMENT is a concrete contribution towards the Global Action Programme on ESD that seeks to generate and scale-up concrete actions in ESD and is intended to make a substantial contribution to the post-2015 agenda."