After considerable discussion of the task force model, agricultural educators in North Carolina took the model and refined and expanded it even further. New components were added and some of the traditional components that were not readily visible in the task force model were included. The model embraces the traditional components of SAE such as entrepreneurship and placement but adds new components designed for students in agriscience classes, agrimarketing classes and other emerging areas in agriculture. A discussion of each component of the model follows. This type of SAE is appropriate for beginning agricultural students but is not restricted just to beginning students.
Records are to be kept by the student.
For an in-depth discussion of exploratory programs, see Arrington's article in the December 1992 issue of this magazine. Entrepreneurship - Simply stated, the student owns and manages some type of agricultural enterprise such as a crop, livestock or an agricultural business. Examples of entrepreneurship activities include growing an acre of corn, operating a Christmas tree farm, growing bedding plants, raising a litter of pigs, owning a lawn care service, and a student cooperative growing poinsettias. Placement - Placement has been a major component of SAE since the 1960s. Students are placed in jobs in agribusiness firms, in school or community facilities and on farms or ranches.