Abstract
This article aims to indicate that an individualised approach is imperative for the successful teaching of multicultural pupil populations. The cultural plurality displayed by the South African population is first dealt with, whereafter the educational needs which evolve from the cultural plurality are identified. The process of educational change is described in terms of Kuhn's idea of the structure of scientific revolutions as it pertains to the South African situation. Appropriate instructional measures for meeting evolving educational needs are suggested. These measures are largely based on Lynch's model of instructional strategies which illustrates the process of matching curriculum and pupil information with a view to achieving equity in educational provision.
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