In 1972 a Primary Schools Advisory Curriculum Board and Secondary Schools Advisory Curriculum Board were established to replace existing less representative groups which advised the Director - General of Education about curriculum in government schools but only four years later both Boards had ceased to function and were in abeyance for three years. The Advisory Curriculum Boards did not operate successfully because they relied too much upon rational research and development approaches and lack awareness of the importance of political processes in the development of school curriculum policies. In addition to those factors which hindered their operations, the Boards were prone to domination by professional educators who believed that they were uniquely able to provide solutions to curriculum problems. When technical experts assumed responsibility for change, professionalisation of reform generated antipathetic attitudes towards community involvement in curriculum policy making within Board members. The prevailing opinions about good management practices in 1972 contributed to the degeneration of positive and active community membership of the Primary School Advisory Curriculum Board and the Secondary Schools Advisory Curriculum Board. The business of the Boards became merely the endorsement of policies and decisions presented by its professional educator members.