Class 9 Skill Education Kaushal Vikas Chapter 11 Tourism Solutions (NCERT 2026–27)

These Class 9 Skill Education Kaushal Vikas Chapter 11 solutions cover Tourism from Unit III — Work in Human Services of the new NCF-2023 Skill Education textbook (2026–27). The chapter is a hands-on, project-based unit: you plan and deliver a small tourism service in your own locality, learning to scope the work, build a process chart, estimate costs, prepare a consent form, create maps, brochures and signages, deliver the service safely, and collect feedback.

Class: 9 Subject: Skill Education Book: Kaushal Vikas Chapter: 11 Unit: III – Work in Human Services Session: 2026–27
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Class 9 Skill Education Kaushal Vikas Chapter 11 Tourism – Overview

Chapter 11, Tourism, places you in the role of a young tourism-service provider for your own locality. India’s diversity of landscapes, cultures, monuments, food and festivals draws travellers, and behind every pleasant journey are guides, drivers, artisans, photographers and hospitality staff — reflecting the value of ‘Atithi Devo Bhava’ (the guest is equal to god). The chapter walks you step by step through planning and delivering a small, manageable tourism service: scoping the work, making a process chart, doing a site visit, selecting materials and tools, preparing a Bill of Materials and a consent form, creating a tourism map, brochure, script and signages, promoting and delivering the service safely and politely, and finally collecting feedback while practising responsible tourism — leaving no waste and protecting the place.

Key Concepts & Notes

1. Why tourism matters

People travel to rest and rejuvenate or to learn from different cultures and ways of life. Travel enriches lives, spreads messages of equality, diversity and compassion, and supports many livelihoods. Responsible tourism — leaving no waste, keeping noise low and protecting the habitat — is highlighted as the way ahead for modern tourism. India offers varied experiences such as community/eco-village stays and homestays, tribal and cultural heritage tourism, cycling and walking trails, river/lake/forest tourism, and spiritual and wellness journeys.

2. Scoping the work

Before starting, decide: the type of service you will offer (based on your school’s location — a heritage walk, a festival, a food street, a religious site, etc.); the availability of materials and resources (maps, photographs, digital devices, stationery and access to community elders); the usefulness and relevance of the work (does it highlight local heritage?); and where the service will be delivered (in or outside school), keeping accessibility, safety, distance, ease of movement and any required permissions in mind. The service must be small-scale and manageable.

3. The process chart

A process chart organises and allocates each task systematically so the service runs safely and on schedule. The textbook caselet of Government High School lists tasks for a walk to a local site of interest.

Table 11.1: Process chart for a walk to a local site of interest
Tasks for tourism serviceDatesResponsibility
Preparatory visit to site——
Gathering information about the site——
Developing a route map——
Preparation of promotional materials, maps, script for narration, refreshments and arrangements for waste disposal——
Promoting the service——
Delivering the service——
Feedback and reflection——

4. Site visit, materials and tools

Before beginning, visit a tourism-related site and interact with an expert (a tourist guide, travel agent, homestay staff, museum attendant, local artisan, etc.) in the presence of a teacher. Observe their tools and materials, key processes, scheduling, safety practices, quality and visitor satisfaction, and use of technology. You then select materials (stationery, dustbins/disposable bags, water bottles, a safety kit) and tools (tablet/smartphone, map/GPS, speaker), each with a safety note — for example, refer to maps and do not rely only on GPS, and keep speaker volume low.

5. Bill of Materials (BoM)

Every service has a cost — visible costs like chart paper, and less-visible costs like preparation time, delays, weather changes and the higher cost of remote areas. A Bill of Materials lists both materials bought and the value of effort (labour).

Table 11.5: Bill of Materials (example)
ItemQuantityEstimated cost (in ₹)Remarks
Markers2 packets120—
Waste bags5 packets (50 bags)150Different colour for dry and wet waste
Itinerary sheet50100To be printed
Chart papers1050—
First-aid kitBorrowed from school——
Gloves1050—
Smartphone and speaker1Borrowed from school—
Cleaning and waste disposal (labour)1 hour × ₹50 × 2 people100—
Guiding tourists (labour)1.5 hours × ₹50 × group of 5 people375—
Preparation (labour)2 hours × ₹20 × 5 people200—
Total₹ 1,145—

6. Consent form, preparation and accessibility

A consent form is not a legal document but a clear statement of what the provider will offer, what the tourist can expect and each person’s responsibilities — building trust and ensuring safety. Keep in mind: share what you will provide, share safety expectations, clarify charges and refunds, and take consent for photographs. Preparation also means planning for safety (of tourists, yourself and the property) and accessibility — identifying and meeting the needs of persons with disabilities (accessible toilets, ramps, easier alternative paths).

7. Maps, brochures, scripts and signages

A tourism map highlights places of interest, useful facilities (washrooms, water, parking, eateries) and safe routes using clear symbols and labels. A brochure presents stories, culture and cuisine plus verified essentials — toilets, drinking water, first-aid, emergency numbers, lost-and-found and nearby stays. A script weaves facts, local history and logistics (rest stops, local rules like removing shoes at a place of worship); a mock presentation helps refine it. Signages are the whole system of clear signs (labels, safe/unsafe spots, rest points, ‘Do Not Touch’, zero-waste messages).

8. Delivering the service and feedback

Prepare a detailed itinerary (schedule) and a materials checklist. While engaging with tourists, dress neatly, stay patient and calm, handle suggestions politely but firmly, take special care of elders, children and persons with specific needs, and share helpful tips. After the service, collect written/audio/video feedback, clean and restore the site, and segregate and dispose of waste responsibly. Document the tour for the school blog or notice board, taking the teacher’s permission and protecting confidentiality. Protecting heritage is a constitutional duty (Article 51A(f)); damaging protected monuments is punishable under the Ancient Monuments and Archaeological Sites and Remains Act, 1958, and the Prevention of Damage to Public Property Act, 1984.

Key Terms

TermMeaning
TourismThe industry and activity of helping people visit and enjoy places of interest for rest, learning or cultural experience.
Responsible tourismTravelling in a way that leaves no waste, keeps noise low and protects the habitat and local community.
Atithi Devo BhavaA cultural value meaning ‘the guest is equal to god’, guiding warm and respectful treatment of tourists.
Scoping the workDeciding the type, resources, relevance and location of the service before starting.
Process chartA plan that lists each task with its date and responsible person so work is organised and on schedule.
Site visitA visit to a tourism site to observe and interact with an expert before planning the service.
Bill of Materials (BoM)A cost estimate listing both materials bought and the value of effort/labour for a service.
Consent formA clear (non-legal) statement of what is offered, what tourists can expect and each person’s responsibilities.
Tourism mapA simple map showing places of interest, facilities and safe routes using clear symbols and labels.
BrochureA short handout (handmade, printed or audio-visual) giving verified information about a place and its facilities.
ScriptA prepared account of what makes a place or event interesting, including history, anecdotes and logistics for the guide.
SignagesThe whole system of clear signs (directions, safety, facilities, ‘Do Not Touch’, zero-waste) that help tourists.
ItineraryThe full time-wise schedule of activities for the day the service is delivered.
AccessibilityDesigning the service so persons with disabilities and special needs can fully participate.
Feedback and reflectionCollecting users’ comments and reviewing what went well to improve the service in future.

Textbook Exercise Solutions — 11.11 Assess your learning

All eight questions from the textbook’s “Assess your learning” section are reproduced verbatim below. Several are reflective/design tasks based on your own class project; for these we give a model answer and a guiding note — write your own version using your actual experience.

1. 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.

MODEL ANSWER Three decisions that improved the experience: (i) Preparing a clear tourism map with rest stops, water points and toilets — visitors moved smoothly and felt cared for; (ii) Rehearsing the script through a mock presentation — the narration mixed facts with local stories and held everyone’s interest; (iii) Arranging a first-aid kit, water and waste bags in advance — this kept the tour safe, hydrated and clean, reflecting responsible tourism. Two decisions to change: (i) We started a little late, so the food-street stop felt rushed — next time we would keep a stricter schedule with a buffer; (ii) We printed too few brochures — next time we would prepare enough copies (and a digital version) so every visitor gets one. Note: Use your own class’s real decisions and reasons; the points above are an example.

2. 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?

MODEL ANSWER Comparing a heritage walk and a museum visit: a heritage walk lets visitors experience streets, monuments and local life outdoors but depends on weather, distance and crowd safety; a museum visit is indoors, weather-proof and easier to manage but offers a more fixed, less interactive experience. For our locality I would choose to provide the heritage walk, because our school is close to an old fort and lanes rich in stories, so we can highlight local heritage, support community storytellers and design an engaging, low-cost, hands-on experience — provided we plan the route, rest stops and safety carefully. Note: Choose based on what your area actually offers and justify your own choice.

3. 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 it occurs: Tourists may not know the local rules, may not realise a site is protected or fragile, may be careless or in a hurry, or may follow a crowd doing the wrong thing. A lack of clear signs and information also leads to mistakes like littering, writing on walls or making noise. Responsibilities of tourists: respect local rules and customs, avoid littering and damaging anything, keep noise low, follow safety instructions and treat the place, people and environment with care. Responsibilities of service providers: brief tourists about rules before the tour, put up clear signages (‘Do Not Touch’, zero-waste, safe paths), provide dustbins and waste bags, guide and gently correct behaviour, and lead by example — stopping anyone from writing on monument walls. Protecting heritage is also a constitutional duty under Article 51A(f), and damaging protected sites is punishable by law.

4. 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 For safety: carry a first-aid kit and the emergency numbers of police, ambulance and the transport provider; keep tourists together in a safe spot away from traffic; ensure water and basic refreshments are available; and account for elders, children and persons with special needs first. To minimise inconvenience: have a backup plan — an alternative vehicle contact, a nearby shelter or rest point, and a known route map so help can reach you. Inform the school/teacher and parents promptly. To maintain trust: stay calm, communicate honestly and politely about the situation and the expected wait, keep tourists comfortable and informed, and apologise gently. Calm, prepared and transparent handling reassures visitors even when things go wrong.

5. 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.

MODEL ANSWER Training: senior students mentor juniors through a short orientation on scoping, the process chart and a mock guided walk; invite a local guide or expert for a session. Materials & costing: keep a reusable kit (maps, signages, first-aid, waste bags, speaker) and a ready Bill of Materials template; reuse and recycle stationery to keep costs low and update prices each year. Safety: maintain a checked first-aid kit (watch expiry dates), a verified route with rest and water points, accessibility arrangements, and emergency numbers. Communication: reuse and refresh the brochure, script and consent form; promote through posters and closed digital groups. Documentation: store last year’s process chart, map, feedback and a photo story (with consent) in a folder so the next batch can learn from it and improve. (Adapt to your school’s situation.)

6. 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.

MODEL ANSWER Idea: a guided “Local Crafts & Cuisine Trail” visiting two or three artisans (potter, weaver) and a traditional food stall in our area. Purpose: to showcase local crafts and food and let visitors meet the makers. People it helps: tourists who learn about local culture, and artisans and food vendors who gain visitors and recognition. Process chart (in brief): preparatory visit → get artisans’ consent → develop route map → prepare brochure, script and signages → promote the trail → deliver the service → collect feedback and clean up. Safety plan: verified route with rest and water points, first-aid kit, accessible paths, small managed groups, and waste segregation. Values: empathy — caring for visitors and supporting artisans; quality — a well-planned, informative, user-centric experience; responsibility — leaving no waste and respecting people and places. (Design your own idea for your area.)

7. 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?

MODEL ANSWER This is a personal reflection, so answer from your own experience. Example: “I enjoyed preparing the script and narrating the local stories the most, because visitors listened with interest and asked questions. I enjoyed waste segregation the least as it was tiring, but it kept the site clean. What went well was our clear map; what did not go well was our late start. Next time I would keep to a stricter schedule and prepare more brochures.” Note: Write honestly about the tasks you actually did.

8. Give examples of how you can apply your learnings to a real-life situation.

MODEL ANSWER The skills from this chapter apply widely: planning a class trip, school exhibition or family pilgrimage using a process chart and itinerary; making a map and signages for a school event; preparing a Bill of Materials to budget any activity; communicating politely and handling people’s suggestions calmly; ensuring accessibility for elders and persons with disabilities; and practising responsible behaviour by reducing and segregating waste wherever we go. Note: Add your own real-life examples.

Extra Questions

Short Answer Questions

Q1. What is responsible tourism?

ANSWERResponsible tourism means travelling and providing services in a way that leaves no waste, keeps noise levels low and protects the habitat, local community and culture. It is highlighted as the way ahead for modern tourism.

Q2. Why is a consent form prepared before a tourism service?

ANSWERA consent form clearly states what the provider will offer, what tourists can expect, safety expectations, charges/refunds and consent for photographs. Though not a legal document, it builds trust, avoids confusion and ensures safety.

Q3. Name three things a tourism map focuses on.

ANSWERA tourism map focuses on (i) places of interest such as heritage sites, temples and markets; (ii) useful facilities like washrooms, drinking water, parking and eateries; and (iii) routes and directions that help tourists move safely and comfortably.

Q4. Why should waste be segregated after the tour?

ANSWERCollecting and segregating waste into dry and wet, then disposing of it responsibly in dustbins or designated points, keeps the site clean and restored. It shows respect for the place, the community and the environment, reflecting responsible tourism.

Q5. How should a guide handle a tourist’s suggestion that cannot be accepted?

ANSWERThe guide should not reject it quickly or rudely. He or she should explain gently and with an apology, for example, “Sorry, if we go there now it may get dark; you can explore it next time.” Polite but firm communication builds trust.

Long Answer Questions

Q1. Explain the steps involved in scoping a tourism service.

ANSWERScoping a tourism service involves four key decisions. First, the type of service, based on where the school is located — a heritage walk, a festival, a food street or a religious site that would interest visitors. Second, the availability of materials and resources such as maps, photographs, digital devices, stationery for brochures, and access to community elders for stories. Third, the usefulness and relevance — whether the work highlights local heritage and helps tourists navigate, by observing surroundings afresh and speaking to people. Fourth, where the service will be delivered (in or outside school), considering accessibility, safety, distance, ease of movement and any permissions needed. The service should remain small-scale and manageable.

Q2. Describe how a Bill of Materials helps in planning a tourism service.

ANSWERA Bill of Materials (BoM) helps a service provider plan and cover all costs. It lists not only the materials bought — markers, waste bags, itinerary sheets, chart papers, gloves — with their quantities and estimated costs, but also the value of effort or labour, such as time spent in preparation, guiding tourists and cleaning up (calculated as hours × hourly rate × number of people). It records items borrowed from school too. By adding visible costs, less-visible costs like preparation time, and allowances for delays, cancellations, weather changes and remote-area expenses, the BoM gives a realistic total cost so the service can be priced fairly and run without financial surprises.

Q3. What care should a tourism-service provider take while engaging with tourists during a tour?

ANSWERWhile engaging with tourists, the provider should dress neatly in comfortable clothes suitable for walking and standing. He or she must remain patient and calm even when there is heat, noise or crowding, and respond to suggestions politely but firmly, explaining gently with an apology rather than showing irritation. Special care must be taken of elders, children and persons with specific needs — offering help, water and rest, and warning of uneven ground or steps. Sharing friendly tips before the tour, such as carrying an umbrella, wearing caps and comfortable shoes and drinking water, shows responsibility and makes the tour smoother. The aim is to guide everyone safely, politely and confidently while ensuring they feel respected and cared for.

MCQs & Assertion–Reason

1. ‘Atithi Devo Bhava’ means:

(a) the guest is a stranger    (b) the guest is equal to god    (c) travel is costly    (d) tourists must pay first

2. Responsible tourism means:

(a) leaving no waste and protecting the habitat    (b) visiting as many places as possible    (c) making loud announcements    (d) ignoring local rules

3. A process chart is used to:

(a) collect money    (b) organise and allocate each task systematically    (c) draw a monument    (d) promote a hotel

4. A consent form is:

(a) a legal contract    (b) a payment receipt    (c) a clear statement of expectations and responsibilities    (d) a tourist visa

5. A Bill of Materials includes:

(a) only materials bought    (b) only labour    (c) materials and the value of effort/labour    (d) only borrowed items

6. A tourism map mainly highlights:

(a) every road in the country    (b) places of interest, facilities and safe routes    (c) prices of hotels only    (d) weather forecasts

7. While using a smartphone during a tour, you should:

(a) use it while crossing roads    (b) avoid use while crossing roads or in crowded areas    (c) keep the speaker loud    (d) rely only on GPS

8. When a tourist makes a suggestion that cannot be accepted, the guide should:

(a) reject it rudely    (b) raise their voice    (c) explain gently with an apology    (d) ignore the tourist

9. Damaging a protected monument is punishable under the:

(a) Right to Education Act    (b) Ancient Monuments and Archaeological Sites and Remains Act, 1958    (c) Motor Vehicles Act    (d) Consumer Protection Act

10. After the service is completed, the provider should:

(a) leave the site as it is    (b) collect feedback, clean and segregate waste    (c) only take photographs    (d) charge extra money

Answer key: 1-(b), 2-(a), 3-(b), 4-(c), 5-(c), 6-(b), 7-(b), 8-(c), 9-(b), 10-(b).

For each Assertion–Reason question, choose: (A) Both true and the Reason correctly explains the Assertion; (B) Both true but the Reason is not the correct explanation; (C) Assertion true, Reason false; (D) Assertion false, Reason true.

A-R 1. Assertion: A tourism service should be small-scale and manageable.

Reason: It can then be organised easily and safely around the school.

A-R 2. Assertion: A consent form is a binding legal document.

Reason: It clearly states what the provider offers and each person’s responsibilities.

A-R 3. Assertion: Only one thing — the materials bought — is included in a Bill of Materials.

Reason: The value of effort and preparation time is never counted as a cost.

A-R 4. Assertion: A tour guide should take special care of elders and children.

Reason: Some tourists walk slowly, get tired easily or need more support.

A-R 5. Assertion: Feedback is collected after the service.

Reason: Quality services are user-centric and improve through feedback.

Answer key: 1-(A), 2-(D), 3-(D), 4-(A), 5-(A).

Exam Tips & Common Mistakes

How to score full marks in this chapter

This is a project-based vocational chapter, so answers should follow its step sequence: scope → process chart → site visit → materials/tools → Bill of Materials → consent form → map/brochure/script/signages → deliver → feedback. For “design” questions, always mention purpose, people helped, a process chart and a safety plan, and link to the values of empathy, quality and responsibility. Use the textbook’s own examples (the Government High School walk, responsible tourism, Atithi Devo Bhava) to show you have read the chapter.

Common mistakes to avoid

  • Thinking a consent form is a legal contract — it is only a clear statement of expectations.
  • Listing only materials in a Bill of Materials — remember to include labour/effort and borrowed items.
  • Forgetting accessibility for elders and persons with disabilities (ramps, accessible toilets, easier paths).
  • Ignoring safety notes for tools — e.g. relying only on GPS, or keeping the speaker too loud.
  • Leaving out feedback, clean-up and waste segregation — the service is not complete until the site is restored.
  • Writing on monument walls or allowing damage — this is a punishable offence and against responsible tourism.

Frequently Asked Questions

What is Class 9 Skill Education Kaushal Vikas Chapter 11 about?

Chapter 11, Tourism, is a project-based unit in which you plan and deliver a small tourism service in your own locality — scoping the work, making a process chart, doing a site visit, preparing a Bill of Materials, consent form, map, brochure, script and signages, delivering the service safely and politely, and collecting feedback while practising responsible tourism.

What is the exercise in Kaushal Vikas Chapter 11 called?

The end-of-chapter exercise is titled “11.11 Assess your learning” and has eight questions. Many are reflective or design tasks based on your own class project, so model answers with guiding notes are provided on this page.

What does responsible tourism mean?

Responsible tourism means leaving no waste, keeping noise levels low and protecting the habitat, the local community and culture. The chapter highlights it as the way ahead for modern tourism.

Note: Questions are reproduced verbatim from the NCERT Kaushal Vikas (Class 9 Skill Education) textbook; all answers, notes, key terms, MCQs and FAQs are original and expert-checked for the 2026–27 session.

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