Abstract
While questions about the credentialing of academic programs in gerontology and the credentialing of practitioners in the field of aging have been raised in the past, this article suggests that now the time may be ripe to undertake both credentialing and licensing. A series of questions are raised about both processes in relation to academic gerontology programs and as applied in practice in the field of aging. Some of the positive functions as well as the problems inherent in these processes are reviewed.
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