NCERT Solutions Class 9 Kaushal Vikas Chapter 11: Tourism PDF (2026-27)

Get complete, official step-by-step NCERT Solutions for Class 9 Skill Education (Kaushal Vikas) Chapter 11: Tourism PDF for academic session 2026–27. This chapter is part of Work in Human Services. All textbook in-text tasks, activities, portfolio assessments, and check-your-understanding questions have been verified by senior subject matter experts against the official NCERT prescribed syllabus.

NCERT Class 9 Kaushal Vikas Chapter 11 Textbook Solutions

Section 11.2 Process chart Questions & Solutions

Q1. PORTFOLIO: 1. What type of tourism service will you provide? Why have you chosen this service? 2. Are there any specific considerations you will keep in mind?
Answer: Model Student Portfolio Task:
1. Selected Tourism Service & Reason: We will provide a Guided Heritage and Nature Walk around local historical sites and community gardens near our school. We selected this service because our locality has rich local history and green spaces that can be easily highlighted to make visitors appreciate local heritage.
2. Specific Considerations: According to the chapter text, key considerations include:
Accessibility and Safety: Selecting safe walking paths, identifying ramps and accessible toilets for persons with disabilities, and avoiding dangerous road crossings.
Permissions: Obtaining permission from site owners or authorities before bringing groups to historical buildings or private gardens.
Manageability:* Ensuring the tour is small-scale, easy to organize within school hours, and supported by local elders who can share authentic stories.

Q2. PORTFOLIO: Develop a process chart for the tourism service you have selected.
Answer: Model Process Chart (based on Section 11.2.2 & Table 11.1):
Task 1: Scoping & Need Identification — Dates: Week 1 — Responsibility: Planning Team
Task 2: Preparatory Site Visit & Expert Interaction — Dates: Week 1 — Responsibility: Site Survey Group
Task 3: Gathering Information & Story Scripting — Dates: Week 2 — Responsibility: Script & Storytelling Team
Task 4: Developing Route Map & Accessibility Check — Dates: Week 2 — Responsibility: Mapping & Safety Group
Task 5: Preparing Promotional Materials & Consent Forms — Dates: Week 3 — Responsibility: Communication Team
Task 6: Material Procurement & Bill of Materials (BoM) — Dates: Week 3 — Responsibility: Logistics Team
Task 7: Rehearsal / Mock Presentation — Dates: Week 3 — Responsibility: Tour Guides & Volunteers
Task 8: Delivering the Tour Service — Dates: Week 4 — Responsibility: Entire Student Team
* Task 9: Feedback Collection, Site Cleanup & Waste Disposal — Dates: Week 4 — Responsibility: Sanitation & Feedback Team

Section 11.3 Site visit Questions & Solutions

Q1. PORTFOLIO: Use the pointers in Table 11.2 for discussion with practitioners and take notes.
Answer: Model Site Visit Observation Log (based on Table 11.2):
Tools and Materials Used: Tour guides and heritage staff use mobile tablets for digital maps, printed brochures, route maps, portable loudspeakers/microphones, and first-aid kits.
Key Processes: Receiving enquiries, greeting tourists politely, checking consent forms, delivering structured story scripts, managing group movement, arranging rest/refreshment stops, collecting feedback, and cleaning up sites.
Scheduling and Organization: Managing daily tour itineraries, accommodating slow walkers, providing shaded rest stops, and maintaining visitor privacy.
Safety Considerations: Verifying safe walking paths in advance, keeping emergency phone numbers (police, ambulance, fire) handy, providing clean drinking water, and having a first-aid kit ready.
Quality and Visitor Satisfaction: Delivering respectful communication (Atithi Devo Bhava [guests are equivalent to gods]), maintaining clear voice projection, and using feedback forms or audio comments to measure tourist satisfaction.
Use of Technology: Utilizing digital mapping, online booking, QR codes for information brochures, and messaging groups for tour updates.

Section 11.6 Bill of Materials (BoM) Questions & Solutions

Q1. PORTFOLIO: Make a Bill of Materials for the service you will provide.
Answer: Model Bill of Materials (based on Table 11.5):

Markers for signages: Quantity = 2 packets; Estimated cost = ₹120; Remarks = For making directional signs.
Waste bags (Dry/Wet waste): Quantity = 5 packets (50 bags); Estimated cost = ₹150; Remarks = Color-coded bags for waste segregation.
Itinerary & Brochure sheets: Quantity = 50 copies; Estimated cost = ₹100; Remarks = Printed on recycled paper.
Chart papers: Quantity = 10 sheets; Estimated cost = ₹50; Remarks = For tour maps and signboards.
First-aid kit: Quantity = 1 kit; Estimated cost = ₹0; Remarks = Borrowed from school medical room.
Gloves: Quantity = 10 pairs; Estimated cost = ₹50; Remarks = For post-tour site cleanup.
Smartphone & Speaker: Quantity = 1 set; Estimated cost = ₹0; Remarks = Borrowed from school audio-visual room.
Labour Cost (Cleaning & Waste Disposal): 1 hr × ₹50/hr × 2 people = ₹100.
Labour Cost (Guiding Tourists): 1.5 hrs × ₹50/hr × 5 group members = ₹375.
Labour Cost (Preparation & Scripting): 2 hrs × ₹20/hr × 5 people = ₹200.
* TOTAL ESTIMATED COST: ₹1,145

Section 11.7 Consent form Questions & Solutions

Q1. PORTFOLIO: Develop a consent form for the service you will provide.
Answer: Model Consent Form (based on Figure 11.3):
Header: MODEL HIGH SCHOOL — HERITAGE WALK CONSENT FORM
Tourist Details: Full Name, Contact Phone Number, Email Address.
Our Commitment (Student Team):
1. Safe, guided walking route with student guides and volunteers.
2. Informative heritage storytelling and access to tour maps/brochures.
3. First-aid support and access to clean drinking water.
4. Refundable tour registration fee upon early cancellation.
Tourist’s Commitment:
1. Follow safety instructions given by student guides and stay with the group.
2. Respect the local environment, heritage structures, and community rules (no littering or defacing walls).
3. Acknowledge personal responsibility for individual health/belongings.
4. Photo/Video Consent: [ ] Yes, I consent to photographs being taken for school portfolio use. [ ] No.
* Signatures: Tourist Signature: _______________ Student Guide Signature: _______________ Date: __________

Section 11.8 Preparation for service Questions & Solutions

Q1. TASK: An important consideration while planning your service is of accessibility. Persons with disabilities must be accommodated through identification of their needs and how to meet them. For example, you must identify locations of toilets they can access and check whether any restaurants you plan to take your group to have ramps. If you have planned a guided tour, you must carefully go over the route to identify any stretches you feel may be tough for them to negotiate. Identify alternative paths that will be easier for them to cross. What arrangements will you make to help persons with disabilities to fully participate in the tour?
Answer:
To ensure full participation of persons with disabilities (divyāṅg), I will make the following arrangements based on Section 11.8.1:
1. Route & Barrier Inspection: Conduct a preparatory walk over the tour route to identify steep steps, uneven ground, or narrow curbs, and select smooth, ramp-accessible alternative paths.
2. Accessible Facilities: Identify and mark accessible toilets, eating spots with entrance ramps, and shaded seating areas on the tour map.
3. Dedicated Assistance & Technology: Assign student support volunteers to assist wheelchair users or slow walkers, provide audio-narrated scripts/large-print brochures for visually impaired guests, and use accessibility mapping mobile applications.

Q2. PORTFOLIO: Prepare a map related to the service you will provide. For example, while students of Government High School decided on a walk tour, you may have decided to invite tourists to participate in the celebration of a festival. Therefore, your map will show the meeting point, route to the site of celebration, important landmarks and facilities (for example, water, accessible toilets, etc.).
Answer: Model Map Specification (based on Figure 11.5):
Map Title: Heritage Walk & Festival Grounds Route Map (Total Distance = 3.5 km; Scale: 20 cm = 500 metres).
Key Landmarks & Route Marked:
1. Starting Point: School Gate Assembly Point.
2. Historical Sites: Old Fort Gate, Heritage Temple, Community Grove, and Town Bridge.
3. Facilities Marked with Symbols (Legend): Drinking water points (cup icon), accessible public conveniences/toilets (restroom icon), refreshment stall (shop icon), and emergency help desk.
* Design Features: Uses distinct colors for walking paths, bold labels, compass direction star (North-East-West-South), and clear symbol legends for easy navigation.

Q3. PORTFOLIO: Develop a script for your selected tourism service. The more detailed your script, the more insightful and effective your tour will be.
Answer: Model Tour Script (based on Section 11.8.3 & Figure 11.7):
Welcome & Introduction (0:00 – 0:05 hrs): “Namaste and a warm welcome to our Local Heritage Walk! My name is [Student Name], and I am your guide today. In our culture, we believe in Atithi Devo Bhava — guests are equivalent to gods. Today we will explore three historical sites dating back 200 years.”
Logistical & Safety Briefing (0:05 – 0:10 hrs): “Before we begin, please note that we have two shaded rest stops with drinking water. Please keep your water bottles ready, wear your caps, and put trash in our green carry bags. While visiting the temple, kindly remove your footwear.”
Site 1 — The Old Fort Gate (0:25 – 0:40 hrs): “Standing before us is the Old Fort Gate built in 1820. Notice the archway made of local laterite stone. Local legends tell us this gate served as a trade check-post between coastal merchants and inland markets…”
Concluding Story & Refreshments (1:15 – 1:30 hrs): “We end our tour at the Community Grove. Thank you for your time and respect for our local heritage. Please share your thoughts in our feedback forms!”

Q4. TASK: Prepare signages for your service. Discuss the kinds of signs and how many of signs you will need related to your service. You will also need to discuss where and how (for example, on a stand, pasted on a wall, etc.) they will be placed. Prepare the signages accordingly.
Answer: Model Signage Plan (based on Section 11.8.4):
Types and Quantities of Signs Needed:
1. Directional Signs (4 signs): Pointing arrows towards “Heritage Site”, “Rest Stop”, and “Exit”.
2. Facility Signs (3 signs): Displaying symbols for “Drinking Water”, “Accessible Toilet”, and “First Aid / Volunteer Desk”.
3. Safety & Protection Signs (3 signs): Reading “CAUTION: UNEVEN STEPS”, “DO NOT TOUCH / FRAGILE”, and “PROTECT HERITAGE: NO SCRIBBLING”.
4. Environmental Signs (2 signs): Reading “ZERO WASTE TOUR — USE DUSTBINS”.
Placement & Mounting Methods:
Directional and facility signs will be mounted on wooden stands placed at path intersections.
Caution and zero-waste signs will be attached to display boards or portable bamboo posts without damaging historic walls.

Section 11.9 Delivering the service Questions & Solutions

Q1. PORTFOLIO: Prepare your own schedule and checklist based on the kind of service you are providing.
Answer: Model Schedule & Checklist (based on Tables 11.6 & 11.7):
Schedule / Itinerary:
08:50 a.m.: Student team assembly at school gate.
09:00 a.m.: Visitor arrival, registration, and filling consent forms.
09:30 a.m.: Departure on guided walk (with 1 optional rest stop).
10:00 a.m.: Arrival at heritage site and script presentation.
11:00 a.m.: Refreshment break and interactive Q&A.
12:00 p.m.: Return walk to school gate.
12:25 p.m.: Filling feedback forms and tour wrap-up.
Material Checklist:
[ ] 50 copies of Itinerary, Consent Forms, and Feedback Forms (Available).
[ ] 1 First-aid kit and 1 Safety Manual (Available).
[ ] 2 Tour Guide Scripts and 10 Route Maps (Available).
[ ] 1 Portable Microphone/Speaker and 1 Visitor List (Available).
[ ] 5 packets of color-coded Waste Carry Bags and 10 pairs of gloves (Available).

Q2. CHECK YOUR UNDERSTANDING: Your class has planned a local walk for parents and community members to a famous food street. Two students are assigned as tour guides, while others support crowd movement and visitor care. During the tour: 1. The weather is hot and humid. 2. One elder walks slowly. 3. A visitor suggests visiting another spot that is not part of the planned route. 4. Some children start moving ahead of the group. As a tourism-related service provider, your responsibility is to guide tourists safely, politely and confidently, while ensuring everyone feels respected and cared for. 1. How should you speak and behave in this situation? 2. What steps should be taken to support elders and children? 3. How can suggestions be handled without offending anyone?
Answer:
1. Speech and Behavior: Maintain a patient, calm, and polite tone (Atithi Devo Bhava). Speak clearly without raising your voice, showing warmth, confidence, and respect even under heat or crowd stress.
2. Supporting Elders and Children:
For the Elderly Person: Offer water, suggest resting at a shaded spot, slow down the group’s walking pace, and assign a student volunteer to walk alongside them.
For Children Moving Ahead: Politely ask them to stay behind the front guide, engage them with fun questions about the food street, and assign a rear support volunteer to keep the group together.
3. Handling Unplanned Suggestions: Address the visitor gently with an apology: “Thank you for the wonderful suggestion, Sir! However, to ensure we return safely before dark and complete our schedule on time, we will stick to our planned route today. You can explore that spot on your next visit.”

Q3. TASK: Make a list of waste generated during your tourism service (paper, food waste, plastic wrappers, water bottles, etc.). What steps did you follow to reduce waste? Finally, how did you dispose of the waste?
Answer: Model Waste Management Log (based on Section 11.9.3):
List of Waste Generated: Used paper napkins, food wrappers, empty juice boxes, paper brochure scraps, and organic food peelings.
Steps Followed to Reduce Waste:
1. Instructed tourists in advance to carry reusable water bottles and store food packets inside bags rather than carrying disposable packaging.
2. Used digital e-brochures via QR codes to reduce paper printing.
* Disposal Protocol: Student volunteers wearing gloves collected all waste immediately after the tour, segregated it into dry waste (paper, plastic) and wet waste (food leftovers) using color-coded bags, and deposited them at designated municipal waste collection points.

Q4. PORTFOLIO: Document Your Tour — A short write-up or photo story for your school blog or notice board, or the school’s web page helps others learn about your work. You can share the write-up or digital content with the tourists you served to help them remember you and recommend your service to others. Remember to take your teacher’s permission first and to ensure confidentiality (for example, not sharing photographs of any person without written consent). 1. Name of the tour 2. Date of the tour 3. Time 4. Number of tourists 5. Tourists’ comments or feedback 6. Any challenges or difficulties faced 7. What went well 8. What you would improve next time
Answer: Model Tour Documentation Entry:
1. Name of the Tour: Model High School Local Heritage & Nature Walk.
2. Date of the Tour: 12th December.
3. Time: 8:50 a.m. to 12:30 p.m.
4. Number of Tourists: 35 parents and community members.
5. Tourists’ Comments/Feedback: “The student guides spoke with wonderful confidence and local historical knowledge. The route map and shaded rest stops made it very comfortable!”
6. Challenges Faced: Humid weather caused fatigue among a few senior visitors, and temporary traffic noise near the market made hearing difficult.
7. What Went Well: The storytelling script was engaging, zero litter was left behind, and the consent/feedback collection ran smoothly.
8. Improvements for Next Time: Carry a portable loudspeaker for noisy market stretches and schedule the walk earlier in the morning (7:30 a.m.) to avoid afternoon heat.

Section 11.11 Assess your learning Questions & Solutions

Q1. Review the tourism service your class designed. Which three decisions improved the visitor experience the most and which two decisions should be changed if you were to provide service again? Give reasons for each point.
Answer: Model Class Review:
Three Decisions That Improved Experience Most:
1. Creating Detailed Storytelling Scripts: Guides shared local historical anecdotes rather than plain facts, making the tour engaging.
2. Planning Accessible Routes & Rest Stops: Providing shaded seating and drinking water ensured elders and children remained comfortable.
3. Using Clear Signages and Tourism Maps: Allowed visitors to locate facilities easily without feeling lost.
Two Decisions to Change Next Time:
1. Timing Schedule: Starting at 9:00 a.m. led to midday heat; starting earlier at 7:30 a.m. would avoid heat stress.
2. Printed Brochures: Printing paper brochures wasted paper; switching to digital QR-code e-brochures will save costs and align with zero-waste goals.

Q2. Compare any two tourism services you explored (for example, participation in a festival vs a heritage walk, hiking vs visit to a museum) which services would you choose to provide, and why?
Answer:
Comparison:
1. Heritage Walk: Involves guided walking tours through local historical monuments, focusing on historical storytelling, route mapping, and accessibility planning.
2. Participation in a Local Festival: Involves managing stationary event crowds, cultural performances, local food stalls, and waste management.
Choice & Reason: I would choose to provide a Heritage Walk because it allows small, manageable groups, encourages direct personal interaction, highlights local history, and operates safely within a controlled time schedule.

Q3. Tourists sometimes ignore local rules, or damage natural and cultural sites. Why do you think such behaviour occurs? What are the responsibilities of tourists and service providers to prevent this from happening?
Answer:
Why Such Behaviour Occurs: It occurs due to lack of awareness regarding historical value, absence of clear signages, careless attitude, and lack of enforcement.
Responsibilities:
Service Providers: Display clear signage (“PROTECT HERITAGE”, “NO SCRIBBLING”), brief tourists on rules before entering, monitor groups continuously, and inform tourists that defacing monuments is a punishable offense under Section 30 of the Ancient Monuments and Archaeological Sites and Remains Act, 1958 (punishable by up to 2 years imprisonment or ₹1 lakh fine).
Tourists: Respect local culture and religious customs, dispose of waste in bins, refrain from scribbling on walls, and follow fundamental duties under Article 51A(f) to value and preserve national heritage.

Q4. During a tourist visit to a remote area, the bus breaks down. What kind of preparations are necessary to ensure tourist safety, minimise inconvenience and maintain trust under these unexpected circumstances?
Answer:
To manage a remote bus breakdown effectively:
1. Emergency Contact Readiness: Keep emergency contact numbers handy (local mechanics, transport operators, police, and nearby medical centers).
2. First Aid & Basic Supplies: Ensure the tour team carries adequate water, light snacks, a first-aid kit, and umbrellas/blankets to keep tourists comfortable while waiting.
3. Calm & Honest Communication: Inform tourists calmly and transparently about the situation, explain the backup plan (such as a replacement vehicle being dispatched), and offer sincere apologies to maintain trust.
4. Safety Supervision: Station student/staff volunteers around the waiting group to ensure tourists stay together safely away from road traffic.

Q5. Imagine your school wants to continue the tourism service every year. Design a plan for how the next batch of students can maintain and improve the service. Include guidelines for training, materials, safety, communication, costing and documentation.
Answer:
Annual Continuation Plan:
1. Training: Conduct handover workshops where outgoing Class 9 students train incoming batches in script storytelling, route navigation, and polite communication.
2. Materials & Tools: Store reusable materials (signage stands, first-aid kits, microphones) in school storage, updating printed maps and QR codes annually.
3. Safety: Maintain standard safety checklists, verify route accessibility annually, and keep emergency contact lists updated.
4. Communication: Update promotional posters, information brochures, and social media handles with new tour dates.
5. Costing: Maintain a transparent Bill of Materials (BoM) ledger tracking expenses and labor estimates to ensure cost efficiency.
6. Documentation:* Archive all tourist feedback forms and tour write-ups in a central school portfolio blog to guide future improvements.

Q6. Create a new tourism service idea for your area that is not included in this chapter. Describe its purpose, the people it will help, the process chart and the safety plan. Explain how it reflects the values of empathy, quality and responsibility.
Answer: Model Innovation Plan:
New Service Idea: Local Artisan Craft & Pottery Village Experience.
Purpose: To showcase local traditional pottery and handloom artisans, providing them with income and preserving traditional crafts.
Target Audience: School students, urban tourists, and craft enthusiasts.
Process Chart: Scoping local artisan workshops → Obtaining artisan consent → Route mapping & safety check → Promoting tour → Conducting guided workshop walk → Feedback & craft purchase.
Safety Plan: Provide protective aprons during pottery sessions, inspect workshop seating for sharp tools, and keep first-aid kits ready.
Reflection of Values: Reflects empathy by supporting local artisan livelihoods, quality through hands-on learning, and responsibility by ensuring fair payment and zero-litter practices.

Q7. Of the tasks that you did, which did you enjoy the most? Which did you enjoy the least? Give examples of what went well and what did not go well. What would you do differently next time?
Answer: Model Reflection:
Most Enjoyed Task: Drafting the detailed storytelling script and guiding visitors along the historical fort trail.
Least Enjoyed Task: Segregating wet and dry food waste into carry bags during post-tour cleanup under heat.
What Went Well: The route map accurately guided visitors to shaded rest stops, and visitors praised the student guides’ polite behavior.
What Did Not Go Well: The group moved slower than scheduled, causing a 20-minute delay in refreshment distribution.
* What to Do Differently Next Time: Add a 15-minute buffer time in the itinerary schedule and start the walk earlier in the morning.

Q8. Give examples of how you can apply your learnings to a real-life situation.
Answer:
1. Responsible Tourism: Practice responsible tourism during family trips by leaving no waste behind, keeping noise levels low, and avoiding scribbling on heritage walls.
2. Polite & Empathetic Communication: Apply Atithi Devo Bhava principles when interacting with visitors, senior citizens, and guests at school or community events, listening patiently and communicating calmly.
3. Accessibility & Inclusivity: Check for wheelchair ramps, smooth walkways, and accessible toilets when planning family or community gatherings to accommodate persons with disabilities (divyāṅg).
4. Event Organization & Costing: Prepare process charts, material checklists, and Bills of Materials (BoM) before organizing school functions, family celebrations, or study tours to ensure smooth execution within budget.

More Kaushal Vikas Chapters & Study Resources

• ⬅️ Previous: Chapter 10: Healthcare
• ➡️ Next: Chapter 12: Additional Vocations (Work in Human Services)
• 📚 All Class 9 NCERT Books: Class 9 NCERT Books (2026–27)
• 📖 Full Library: All NCERT Books PDF (Class 1–12)

Frequently Asked Questions (FAQs)

Q1: What is the main objective of Kaushal Vikas Chapter 11?
Ans: Chapter 11 (Tourism) provides Grade 9 students with foundational vocational knowledge, real-world skill-building tasks, and practical applications in Work in Human Services.

Q2: Are these solutions verified according to the 2026–27 CBSE curriculum?
Ans: Yes. All questions, exercises, and tasks are solved directly from the official NCERT 2026–27 textbook following official NCERT pedagogical guidelines and the latest CBSE marking scheme.