The aim of the study is to analyse society's attitude towards globalization, increased immigration and multicultural dialogue emphasizing the importance of multicultural education. The investigation is based on the EU Comenius school partnership project 'Richness in Diversity' (No.: 07-LVA 01-CO 06-00167-2) where five EU countries (Latvia, Slovakia, Portugal, the Netherlands and Ireland) are involved. During investigation, a qualitative research has been done. The EU Comenius school partnership project 'Richness in Diversity' coordinators (teachers experts) were interviewed to discover their own experience and attitude towards globalization, migration, intercultural dialogue as well as their observations of their students' (aged 12-15) attitude and knowledge at the beginning of the project and dynamics - how changes their attitude when they have a possibility to visit a particular country and meet its inhabitants. The results show a positive progress of the teachers' and students' knowledge about the EU Comenius school partnership project 'Richness in Diversity' involved countries. During the project, mobilities students live in host families which give them an excellent opportunity to get introduced with the particular EU country's family, their everyday life, traditions and habits. It helps them better understand people from different cultures and learn to appreciate the culture diversity.

The aim of the study is to investigate and analyse the Model of Intercultural Communicative Competence in the Primary Schools. The investigation is based on the theoretical approach – scientific literature analysis of Intercultural Communicative Competence is done. According to that the Model of Intercultural Communicative Competence and the Competence assessment in the Primary Schools' Foreign Language (English) Lessons (for students aged 12-14) has been made. The Model of Intercultural Communicative Competence comprises Linguistic competence, Sociolinguistic competence, Discourse competence, and Intercultural competence. The developmental model of intercultural sensitivity consists of Ethnocentric stage (denial, defence, minimization), and Ethnorelative stage (acceptance, adaptation, integration). Intercultural methodology for teaching foreign languages includes Intercultural comparison, Intercultural didactics, and Intercultural Language awareness. Assessment of Intercultural communication competence shows culture understanding: empathy toward other (target) culture, ability to observe and analyse a culture, ability to communicate in the foreign (target) language.

The paper describes three participatory approaches geared towards rural development of innovations and agricultural extension and research presently developed and tested in pilot activities in Masvingo Province. All these approaches require new roles from the main development agents. With regard to agricultural extension workers, the role "teacher" must be replaced by the role facilitator for technical issues and social processes. This role change requires a major change in attitudes and a higher social competence than the technocratic extension workers have at present. The role change must be accompanied by the provision of tools and methodologies to the extension workers. Out of three methodologies (diagnostic survey, PRA and Training for Transformation) of which the potential contributions to a role change are discussed, Training for Transformation is suggested as a major tool for initiating the role change as it provides the required philosophic framework as well as practical methods and tools to encourage farmer participation. A review of experiences and constraints in the implementation of participatory approaches and the role changes revealed the transition period as a critical point. During that process intensive support has to be provided and an effective staff appraisal and monitoring system have to be in place to guide the extension workers. Steps to introduce participatory approaches into the extension system are proposed through a training programme for different levels of staff suggested on the basis of experiences gained so far. It is concluded that a consistent curriculum and a close follow-up is required to integrate participatory extension approaches successfully into the agricultural extension service.