In 2011, Suriname abandoned its colonial-based curriculum in favour of a modern basic education curriculum. This curriculum aims to prepare students for their future roles in local and global society. In early 2010, a curriculum framework and learning strands were constructed, following national education policy and additional needs and wishes of many stakeholders. This was done using an educational design approach (Van den Akker, 1999), combining local expertise with modern curriculum knowledge. The curriculum documents of the Ministry clearly pointed the way towards internationally important content and skills, while at the same time building cultural awareness (MOECD, 2002; 2009). Examples from other countries were examined and pieces incorporated. Suriname seeks its place in the globalized world while at the same time is confronted with huge differences between local contexts. The educational context in the vast interior seems further apart from the context of the capital, then between the capital and cities in other countries. This paper will reflect on 1) to what extent local and international perspectives can become combined in a curriculum for all and 2) how choices regarding the development process could help to arrive at such a modern, relevant and practical curriculum.