ASIAN JOURNAL OF PUBLIC ADMINISTRATION
The Development of Public Administration Education in Thailand
The development of public administration education in Thailand can betreated in five stages.
The combination of Public Law and the British Tradition
Public administration education in Thailand dates back to the time ofKing Chulalongkorn who, in 1899, instigated the establishment of variouseducational institutions to train Thais and to meet the increasing demandsof the public service. They are the Civil Servant School, the Royal PagesSchool, the Civil Servant School of King Chulalongkorn, and the Facultyof Public Administration and Law of Chulalongkorn University. All ofthese higher educational institutions were designed primarily to trainyoung men to serve in the public service. In 1899, the Civil ServantSchool was founded to train middle-level and clerical personnel for thepublic service. It was later replaced by the Royal Pages School which wasdesigned to familiarize government officials with court customs beforethey were assigned to posts in the provinces. The school also trained itsstudents to behave as gentlemen, to learn Thai customs and goodmanners.
Students had to spend a period working under the directsupervision of the King, which enabled him to form judgments on his menbefore they were assigned to posts in the provinces.
In 1910 the RoyalPages School was renamed the Civil Servant School of King Chulalongkornand was later transformed into Chulalongkorn University in 1917.
At theoutset, Chulalongkorn University established four new faculties with theFaculty of Public Administration and Law as
The primaryobjective of this faculty was to train government officials as deputydistrict officers, a starting position in a hierarchy which included suchposts as governor and directors-general and culminated with the positionof undersecretary of the ministry. The curricula of these schools were acombination of general administration, field training, humanities, policy,law, local government, political science and other social science courses.The courses offered in these schools were broad and general in nature. Theteaching of public administration, however, reflected a legalistic bias. Theprevailing notion was that a competent government official must have agood background in law because law was regarded as essential to theunderstanding of public administration. Besides, a good governmentofficial, it was believed, must be a broad-minded person. This is in line