For the implementation of the coming proposed 12-year basic education, one of the key issues for the K-12 curriculum planning is to consider both common requirement and specific specialist and to provide substantial curriculum flexibility for students' investigation on their own interests, careers and ability. This study aims to review international experiences on key competence and to reconsider local context in our own country for further clarifying the concept of key competence in the stage of upper secondary education. Research methods adopted in this study includes group interviews of specialist, Delphi technique, and consultation. Four conclusions could be draw and be summarized as follows. First, key competences for upper secondary education stage are argued as a common foundation for different pathways and are characterized of three features. Second, key competences for upper secondary education stage include nine components in three main aspects with features specific for this educational stage. Third, key competences for upper secondary education stage can be seen as relevant to the current curriculum guidelines for senior, vocational and comprehensive high schools. However, deficits could also be identified. Fourth, the implementation guidelines for key competences for upper secondary education stage could be grouped in eight aspects.
