Indo-Bhutan International Conference On Gross National Happiness Vol 02, October 2013

Pages: 178-182
International J ournal of Data Mining Techniques and Applications (IJ DMTA) 178
www.ijdmta.com
The Effect of Globalization on Education using Fuzzy Associative
Memories (FAMs)

A. Victor Devadoss
1
, S. Christopher
2
1
PG and Research Department of Mathematics, Loyola College, Chennai-34,India
2
Department of Mathematics, School of Engineering and Technology Surya Group of
Institutions,Vikiravandi, India
Abstract
Globalization has wide ranging potential to influence all sectors of development. Besides its impact
on the pace and pattern of economic development, it also casts shadow on the system of education. It
would, therefore, be pertinent to analyze its impact on the process and progress of education. The
impact of globalization on education and the manner in which the system should respond to the needs
of globalization would require to be studied basically Education is a favorite catchphrase of
journalist and politicians. It has also become a key idea for business theory and a practice, and
entered academic debates. But what people mean by globalization is often confused and confusing.
In this research paper we examine some key themes in the theory and experiences of globalization in
education using fuzzy relational equations. We have arrived at interesting conclusions.This paper has
four sections. In section one we recall the notion of Fuzzy Associative Memories (FAM) and its
properties. In section two we describe the problem. In Section three we adopt FAM to this problem
and analyze the problem. Section four gives the conclusions based on our study.
Keywords: Globalization, Education, Fuzzy Associative Memories (FAM), special fuzzy matrix.

1. Fuzzy Associative Memories (FAM) And
Its Properties.
In this section we give the essential
definitions and results so as to make the paper
a self contained one.
The Unit hypercube I
n
=[0, 1]
n
=[0, 1] ...
[0, 1] product of [0, 1] taken n-times consists
of the set of all vectors of length n and the
coordinates are taken from the unit interval
[0, 1].
In general fuzzy sets are maps from a
universal set X to the unit interval [0,1].
i.e., : X [0, 1].
Throughout the paper by a fuzzy set we mean
a point in the unit hypercube. Thus in this
paper we do not take the usual fuzzy sets i.e.,
a map from a universal set X to the unit
interval [0, 1].
Fuzzy system define mappings between
cubes. Fuzzy system S maps fuzzy sets to
fuzzy sets . Thus the fuzzy system S is a
transformation. i.e., S : I
n
I
p

where n and p
are finite positive integers. The n-dimensional
unit hypercube I
n
consists of all the fuzzy
subsets of the domain space X ={x
1
, ... ,x
n
} ;
x
i
e R, i=1,...,n. Similarly I
p
consists of all
the fuzzy subsets of the range space Y =
{y
1
,...,y
p
}; y
i
e R, i=1,...,p. Hence X denotes
a subset of R
n

and Y denotes the subset of R
p
.

The function f maps n-vectors in X to p-
vectors in Y. The continuous function f maps
small changes in input to small changes in
output i.e., if the input patterns are close to
one another then the output patterns are close
to one another. The system maps similar
inputs to similar outputs and so estimates
continuous functions.
Fuzzy Associative Memories (FAM)
Fuzzy system S : I
n
I
p
maps balls of fuzzy
sets in I
n
to balls of fuzzy sets in I
p
. These
continuous fuzzy system behaves as an
associative memory known as fuzzy
associative memory.
Let A and B be the fuzzy subsets of X and Y
respectively where X ={x
1
, ... ,x
n
} and Y=
{y
1
,...,y
p
}. A defines a point in the n-
Indo-Bhutan International Conference On Gross National Happiness Vol 02, October 2013
Pages: 178-182
International J ournal of Data Mining Techniques and Applications (IJ DMTA) 179
www.ijdmta.com
dimensional unit hypercube I
n
and B defines a
point in the p-dimensional unit hypercube I
p
.
Equivalently A and B define the membership
functions m
A
and m
B
respectively that map the
elements x
i
of X and y
j
of Y to [0, 1]. The
membership values will be known as fit
values which indicate how much x
i
belongs to
or fits in the subset A and how much y
j

belongs to or fits in the subset B. Therefore
we say that {x
1
, ... ,x
n
} is the fit vector that
represents A and {y
1
,...,y
p
} is the fit vector
that represents B . We describe this with the
abstract functions
m
A
: X [0, 1]
m
B
: Y [0, 1].
Since in this paper the fuzzy sets A and B are
points in unit hypercube, one can view A and
B as natural vectors. Represent A and B by
numerical fit vectors (if the fit values are
given numerical values then the fit vector is
known as numerical fit vector).
A ={a
1
, ... ,a
n

}and B ={b
1
, ... ,b
p
}, where a
i

=
m
A
(x
i
) and b
j

= m
B
(y
j
).The fuzzy set
association (A
i
, B
i
) is named as a rule. The
antecedent term A
i
in the fuzzy set association
(A
i
, B
i
) is known as input associant and the
consequent term B
i
is known as output
associant.
The FAM system maps points A
j
near A
i
to
points B
j
near B
i
. The closer A
j
is to A
i
, the
closer the point (A
j
, B
j
) is to (A
i
, B
i
) in the
product space I
n
I
p
. In this sense FAMs map
balls in I
n
to balls in I
p
. That is only FAM can
give results which are graded or it not only
gives the solutions but the gradation of
importance of each solution.

2. Description of the Problem.
Globalization has wide ranging potential to
influence all sectors of development. Besides
its impact on the pace and pattern of economic
development, it also casts shadow on the
systemof education. It would, therefore, be
pertinent to analyze its impact on the process
and progress of education. The impact of
globalization on education and the manner in
which the system should respond to the needs
of globalization would require to be studied
basically under two broad heads:
1. The needed reforms within the
educational system like content,
equity and excellence etc.
2. The fall out of globalization, this will
entail determining strategies relating
to the impending internationalization
of education.
It also needs to be stressed that education
should help to engender a new humanism
that contains an essential ethical component
and sets considerable store by knowledge of,
and respect for culture and spiritual values of
different civilizations, as a much needed
counter weight to globalization that would
otherwise be seen only in economical or
technological terms. The sense of shared
values as a common destiny is in fact the basis
on which any scheme of international
cooperation must be founded
The merits of internationalization of education
are:
1. Education will improve if it is
internationalized and healthy
competition takes place;
2. It will provide global opportunities
and promote international good will;
3. It will encourage exchange of
scholars. This can be done by
involvement of reputed scholars in the
respective countries in curriculum
designing and transaction of
knowledge.
Notwithstanding of the merits of
internationalization of education, it will be
harmful for our country to allow an
unregulated entry of foreign institutions in
India. Quite a few of these institutions are
dubious quality some of them not even been
recognized in their own countries.

Indo-Bhutan International Conference On Gross National Happiness Vol 02, October 2013
Pages: 178-182
International J ournal of Data Mining Techniques and Applications (IJ DMTA) 180
www.ijdmta.com
It appears, as though the phenomenon of
globalization will mean many different things
for education. Most certainly, in the near
future, it will mean a more competitive and
deregulated educational system modeled after
free market but with more pressure on it to
assure that the next generation of workers are
prepared for some amorphous job market of
21
st
century . It will also mean that
educational system will increasingly provides
the sites of struggle over the meaning and
power of national identity and a national
culture. And finally, schools will no doubt
also be the various counter- hegemonic
movements and pedagogies. (Wells, et.al,
1998)
We have made a sample survey of around 50
people living in Chennai. They were
interviewed using a linguistic questionnaire.
The Fuzzy concepts, i.e. attributes are first
given in the form of matrix relational
equations and then solved. In this paper we
use this method to study the effect of
Globalization in Education. The following
attributes are taken as the main point for
study.
The dimensions of Globalizations are world
systems, Global culture, Global Society, and
Global capitalism. The attributes of impact of
globalization on world education are
Globalization of labour markets; market
forces in education, Crosscultural and trans-
national trends in education provision;
knowledge as global construct, Global
organizations and agenda in education,
emerging global and regional structures in
education and Students, educational
professionals and knowledge workers in a
globalizing world.

3. Adaptation of FAM to the Problem.
Let us consider there are n attributes
say x
1
, ... ,x
n
where n is finite
associated with the impact of globalization
on world education and let y
1
, ... ,y
p
be
the attributes associated with the
dimensions of Globalizations , where p is
finite. On the suggestion of the experts
and the Stake holders of education the
following attributes are taken.
C
1
- Globalization of labour markets;
market forces in education.
C
2
- Crosscultural and trans-national
trends in education provision;
knowledge as global Construct.
C
3
- Global organizations and agenda
in education.
C
4
- Emerging global and regional
structures in education
C
5
- Students, educational
professionals and knowledge workers in a
globalizing world.
G
1
- World systems
G
2
- Global culture
G
3
- Global Society
G
4
Global capitalism
Here we analyze this problem only on the
aspect of Globalizations and impact of
globalization on world education. The related
fuzzy matrix M formulated using the experts
opinion is as follows:

C
1
C
2
C
3
C
4
C
5

1
2
3
4
G .8 .9 .6 .8 .4
G 0 0 .2 .7 .9
M =
G .5 .6 .6 .9 .6
G 0 0 0 9 6
(
(
(
(
(




. 8 0 .5 0
. 9 0 .6 0
T
M = . 6 .2 .6 0
. 8 .7 .9 . 9
. 4 .9 .6 . 4
(
(
(
(
(
(
(


Consider a fit vector B=(1 0 1 0 1)

i.e. Globalization of labour markets; market
forces in education., Global organizations and
agenda in education, and Students,
educational professionals and knowledge
workers in a globalising world. are taken as
on state of the fit vector. We compute
the recalled component by taking the
Indo-Bhutan International Conference On Gross National Happiness Vol 02, October 2013
Pages: 178-182
International J ournal of Data Mining Techniques and Applications (IJ DMTA) 181
www.ijdmta.com
fuzzy inner product of fit vector B with
j
th
column of M for each column.
B o M
T

= A = (.8 .9 .6 .4)
According to the fit vector A, we see
that the Global culture is created which
has the maximum value 0.9. Secondly
the fit vector reads world systems being
created with second maximum value
0.8. The Global Society is formed is
the third graded value. Taking the
resultant A as the fit vector now we
calculate
A o M. i.e., A o M = (.8 .8 .6 .8 .9).
Since 0.9 is the largest value it implies
that there priority is given to Students,
educational professionals and knowledge
workers in a globalising world. Thus
according to this expert, the first place
is given to C
5
. The next largest value is
0.8 given to the attributes C
1
,C
2
and C
4

where Globalization of labour markets;
market forces in education., Crosscultural
and trans-national trends in education
provision; knowledge as global Construct and
Emerging global and regional structures in
education are next preferred
Now suppose we consider the fit vector
B
1
= (1 0 0 0 1)
Consider B
1
o M
T
, as before we
compute by recalling fit vector as
B
1
o M
T
= (.8. 9. 6 .4) = A
1
.

Thus from this resultant fit vector we
see that the on state of C
3
does not
influence the model the resultant fit
vector is the same.

Suppose we take A
1
= (1 0 1 1) which
implies that world systems, Global Society,
and Global capitalismare in the on state
we get
A
2
o M = (0 0 .2 .9 .9).
The resultant vector means that the
highest grade is being given to protect
emerging global and regional structures in
education and Students, educational
professionals and knowledge workers in a
globalizing world.

4. Conclusions and Suggestions.
The following conclusions are not only
derived from the three experts described in
this paper but all the fifty opinions of stake
holders of education are used and some of the
stake holders of education whom we have
interviewed are also ingrained in this analysis.
01. Globalization has impacted upon the
nature of the agencies those school children,
young people and adults.
02.The question we are facing now is , to
what extended is the educational endeavor
affected by the processes of globalization that
are threatening the autonomy of national
educational systems and the sovereignty of the
nation-state as the ultimate rule in democratic
societies ?
03. How is globalization changing the
fundamental conditions of an educational
systempremised on fitting into a community,
a community characterized by proximity and
familiarity?.
04. Competition, however, can bring out the
best and worst in us.
05. At the first glances it would seem that
national government still has considerable
freedomto intervene in the education systems.
It has significantly increased the scale of
central direction and intervention through the
use of national curriculum requirements,
special initiatives (involving direct fund) and
other institutional means, However, as soon
as we examine the nature of this expansion of
intervention we can see that the overriding
concern is with economic growth and
international competitiveness and that the
efforts of politicians have been deeply flawed
and their record dismal.

References
[1]George J . Klir and Bo Yuan, [1977].
Fuzzy sets and fuzzy logic theory and
Applications. Prentice Hall of India Private
Limited, New Delhi.
Indo-Bhutan International Conference On Gross National Happiness Vol 02, October 2013
Pages: 178-182
International J ournal of Data Mining Techniques and Applications (IJ DMTA) 182
www.ijdmta.com
[2]Kellner,D.(1997) Globalization and the
postmodern turn, UCLA
[3]Cogburn, D.L. (1998) Globalization,
knowledge,education and training in the
global world, Conference paper for the
InfoEhics98,UNESCO
[4]Giddens, A. (1990) Consequences of
Modernity, Cambridge: Polity.
[5]Sen,A. (2002) How to judge
globalization, The American Prospect online,






































http://www.p stake holders of education
rospect.org/print/V13/1/sen-.htm
[6]Kosko, Bart (1992). Neural Networks and
Fuzzy Systems, Prentice Hall, Englewood
Cliffs, New J ersey.
[7]Kosko, Bart (1986), Fuzzy Cognitive
Maps, International Journal of Man
Machine Studies, 34, 65 75.
[8]Starr M.K (1978) Operations Management,
Prentice Hall Inc., USA.