The basic function of State Resource Centre since their inception have been:

Material development for adult learners.

Training of adult education functionaries.

Research in the field of adult learning.

The Resource centre in the process have successfully performed their role of:

Providing learning resources for the delivery points i.e. the literacy centres.

Strengthening infrastructural capabilities.

The Resource centres cater to three distinct categories of clientele:

Planners and managers of adult education.

Adult education functionaries.

Beneficiaries of literacy programmes.

The clients of the first two categories are the members of the State Literacy Mission Authorities, the Zilla Saksharta Samitis and Panchayati Raj functionaries.

Since this group is responsible for planning, management, supervision and monitoring of literacy programmes, the resource centres will undertake capacity building programmes for them.
 

The role of SRCs for the first two categories of clients would be:

At State Level

To give orientation training of SLMA personnel enabling them to understand Continuing Education and perform their functions effectively;

To suggest work plans to promote delivery systems and programme activities;

To participate in planning for production, procurement and dissemination of adult literacy material;

To train CE personnel, consultants and resource persons; and

To assist SLMA in monitoring and evaluating the impact of literacy programmes.

At District Level

To train ZSS functionaries in:

Project preparation.

Project execution; and

Monitoring and evaluation of literacy programmes.

To train functionaries of other departments;

To train resource persons for training of preraks, assistant preraks and teachers of literacy;

To prepare background material for training and reference; and

To train writers and institutions in development, production and assessment of neo-literate materials.

The client group of the Resource Centres also includes non-literates, neo-literates and those who, having achieved sustainable levels of literacy, now wish to continue learning. For this group the major role of the SRC is to provide:

Preparation of a curriculum framework for neo-literate material; and

Preparation of print and non-print material for continuing education.

In the area of material preparation, the SRCs have a very challenging role to play. While they would be the pioneers in orienting everyone concerned about criteria for judging materials for adult learners, they should also be able to compete with other producers when materials are selected for literacy programmes.