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The article deals with the problem of intellectual migration (exodus of the highly-skilled personnel, especially in the ield of science and technology), in relation to the three emerging economies: China, India and Russia. A brief historical outline of policy in relation to the "brain drain" is presented, and the experience of the three above-mentioned countries in the ield of intellectual migration management is compared. The basic timeframe of the study is from 1990s to the mid-late 2000s, with some remarks about past decades and future prospects. Among the three examples of migration management the Chinese experience seems more systematical and includes a wide range of instruments for reversing the "brain drain" process. Indian "talent circulation" policy is more fragmented, despite obvious efforts of the government to put it in the strict conceptual framework. In the Russian Federation the "brain drain" policy is yet in the making, and range of appropriate instruments for "circulation of talents" management is to be developed. The inal conclusion is that the dynamics of perception of the "brain drain" phenomenon is generally of a similar character in all three cases: an initial negative attitude and attempts to restrict intellectual migration change over time to the recognition of the "brain drain" inevitability and the transition to a "talent circulation" policy begins, i. e., the using of intellectual diaspora resources for development of the national economy and S&T system.

The article discusses issues related to the integration of Eastern European countries into the supranational science & and technology area of the European Union (EU). In particular, the article investigates the experience of Poland and Hungary, two countries with similar backgrounds, in their reform of science, technology and education (STE) for subsequent entry into the EU and the integration of the national STE systems into the European Union structures. The chronological framework covers a ten year period (2004–2014), which starts from the accession of Poland and Hungary in to the European Union (early 2004) and ends on with the current state of STE in those countries (late 2014). The article describes the main stages of reforms in STE in these two countries during this period, estimated their results, as well as provides a comparison of the present state of affairs in science and education. The inal part of the article summarizes the comparisons, pointing out that Poland and Hungary, despite having similar socio-economic background, choose two different strategies to develop the national STE system.

Institutes of the European Union on assistance of integration with countries of Eastern Europe: political and scientific and innovative aspects