Some of the more important values of SEPs are that they provide:

• opportunities for the development of the abilities for proficiency in extension;

• desirable type of motivation and develop students’ continuous interest in agricultural extension as a profession;

• opportunities to develop desirable habits, understandings, appreciation, ideals, abilities and attitudes through challenging true-to-life situations;

• opportunities for students to plan projects, review information, form judgments, evaluate activities, make decisions, solve problems, put plans into action, keep accurate records, test new theories and concepts, and make observations and reflections from these true-to-life experiences.

• SEPs therefore provide opportunity to develop traits like the ability to assume responsibility, willingness to follow good work habits, readiness to show initiative, ability to get along with others, willingness to learn on the job, and flexibility (Amberson and Anderson 1978).

• It provides opportunities to develop desirable relationships between the students, farming community, training institution, and employers.

• It contributes to agricultural development and the farming community (again you can substitute this depending on your profession).

• It develops opportunities for functional instruction based on individual needs, interests, and abilities of students.

• It provides a basis for evaluating the effectiveness of agricultural instruction.

• It develops the abilities of cooperation.

• Instructors assess the relevance/effectiveness of their teaching and identify other opportunities for learning.

SEPs are inevitably multidisciplinary. They bring together disciplinary specialists and link different subsystems of the agricultural knowledge system (AKIS).