Abstract:
The research on Sanya Dharmasakti and Thai Public Administration aims to
1) analyze the public administrative policy of Professor Sanya Dharmasakti while holding his position as the prime minister 2) analyze the public administrative policy of Professor Sanya Dharmasakti according to the principles of philosophy, concepts and theories in terms of political sciences. This research was qualitatively conducted by studying documents related to Professor Sanya Dharmasakti's gospel performance
of policymaking and public administration while holding his position as a prime
minister. The researchers used the collected documents to analyze either for the success or failure of the policy regarding philosophy, concepts and theories in terms of political science. Interviewing scholars, administrators and persons who had responsibility to put the policy into practice was also implemented. The findings were as follows: 1) the public administrative policy of Professor Sanya Dharmasakti while holding position of prime minister consisted of workforce policy, agricultural policy and educational policy. The policy that was practically successful such as labor relations. The policy that was not successful was found in policy of land reformation for agriculture and education policy; 2) the results of the comparative analysis of Professor Sanya Dharmasakti's administrative public policy and principles of philosophy, concepts and theories in terms of public administration
found that policy of labor relations was the successful policy due to the following of Thomas Aquinas's philosophy that nation must take responsibility of their people and raise the level of their quality of life and Voradej Chandarasorn's rational model of theories public policy implementation. Although the implementation of agricultural land reform and education policy were related to Thomas Hobbes's philosophy that public needs to divide land for people's earning to live happily and education policy v that related to Aristotle and Socrates's philosophy in that education can make
people have good life quality, these policies were not successful. This is attributable
to top-down policy implementation, where the policy maker gives higher priority to the policy itself and control over policy implementation as important to the success of policy implementation, more than the lower level practitioner. Therefore policy failure results from having a main structure that is not based upon a suitable theory,having the involvement of several agencies, complexities in command and joint coordination between agencies, as well as lack of connectivity and continuity in policy implementation. This finding is in line with the research of Pressman and Wildavsky.