The Netherlands finds itself amidst a major integral curriculum renewal process, covering all learning areas in primary and secondary education. The renewal has been initiated to actualize the curriculum from a common sense of direction, to consider its core and to provide space for local curriculum development. To meet the country's needs and to realize buy-in to the proposed changes and influenced by (inter)national recommendations regarding stakeholder engagement, many are involved in the change process. We define stakeholder engagement as (OECD, 2017, p. 241): "all efforts to ensure that individuals, organisations and groups can take part in the policy-making process, both formally and informally." Engagement has been taken place at different points in the process, and includes information provision, consultation and active participation in the curriculum making: e.g. 1) A public curriculum debate (mainly in 2015) on the overall rationale and aims of teaching and learning has been organized with active participation of stakeholders from and beyond education (Onderwijs2032, 2016); in addition to the public debate information and feedback from international organisations (e.g. OECD, 2015) was collected to inform the rationale and aims; 2) During the elaboration stage (in 2016) teachers and school leaders were invited to provide their views with respect to the results of the debate; 3) The design stage (in 2018) starts from the idea of 'the teacher in the lead'. In this stage groups of around 15-20 teachers and school leaders from primary and secondary education have been selected for 9 topic areas. Each group will work on curriculum building blocks (e. g. rationale, big ideas) and will consult teachers, school leaders, and other experts to improve the drafts. This has been organized under the auspices of a project team consisting of representatives of teachers, school leaders, school boards, students and parents. The actual renewal of curriculum frameworks has been planned for 2019 onwards. The driving question is "What were intentions of and experiences with the macro-level curriculum-making approach in the Netherlands and what are lessons learned for future processes? For the public debate (held in 2015) data have been collected through stakeholder interviews, document and web content analysis and observations of stakeholder meetings (Van Schaik, Voogt, & Nieveen, 2017). Moreover, for the current design stage, data are being collected through questionnaires and interviews. The contribution will discuss the main findings and conclusions for the debate stage and preliminary insights regarding the design stage.

OECD (2015). Review studies OECD Dutch Curriculum: Onderwijs2032. Paris: OECD. OECD (2017). OECD Skills Strategy Diagnostic Report: The Netherlands. Paris: OECD. Platform Onderwijs2032 (2016). Ons Onderwijs2032: Eindadvies [Final report of Ons Onderwijs2032]. Den Haag: Platform Onderwijs2032. Van Schaik, M., Voogt, J. M., & Nieveen, N. (2017). Onderwijs 2032: Onderzoek naar werkwijze en opbrengsten van de maatschappelijke dialoog: Het proces van visie-ontwikkeling naar een toekomstgericht curriculum [Education 2032: Study of the process and results of the public debate: The process of vision development of a future-oriented curriculum]. Amsterdam: University of Amsterdam.