ABSTRACT
Law curricula are often accused of being too theoretical and knowledge-based, and of not preparing students adequately for practice and the challenges of the legal professions. A number of developments over the last few years have sought to address this perceived gap between academia and practice, including individual initiatives by professors to tailor-made courses on legal skills, the blossoming of legal clinics and moot courts to curricular internships as part of the study plan, and student associations enterprises to the launch of European projects aimed explicitly at modernising legal education. 4
