This chapter elaborates on three commonly suggested concepts used in the rhetoric for educational reform in science education. One suggestion is to raise the relevance of science education. Up until now, the word 'relevance' in the science education literature has often been used with high degrees of uncertainty and ambiguity. Thus as the first concept, this paper presents a model for a comprehensive understanding of the meaning and dimensions of relevance in science education. Secondly, we will revisit the concept of the two visions of scientific literacy and suggest that there is a further, third vision needed for relevant chemistry education. A third input is the adoption of the philosophy of Education for Sustainable Development into science education. Some very recent ideas will also be presented for this area. The chapter elaborates on the connections of the three concepts when it comes to providing guidance for chemistry curriculum reform. Two illustrative cases from Germany and Israel will show how chemistry teaching can come up with the elaborated stages of all the three concepts to make chemistry learning relevant education for sustainability
