STUDENTS DO NOT NEED TO QUALIFY TO LEARN. INSTRUCTORS MUST QUALIFY TO TEACH

The audiovisual (AV) industry has long relied on access, mentorship, and real-world repetition rather than academic gatekeeping to develop skill.

The audiovisual (AV) industry has long relied on access, mentorship, and real-world repetition rather than academic gatekeeping to develop skill. True competence is built through a strong understanding of fundamentals and their application in live environments.

As a relatively young industry, AV is now entering a critical transition point, with many of its original pioneers beginning to step away or retire. Their knowledge, once shared through hands-on experience and informal backstage conversations, must now be preserved, structured, and intentionally transferred.

This article explores the role of foundational education in AV, the misconception that “basic” training is simplistic, the industry’s tradition of open learning, and the responsibility of qualified instructors to elevate every room they step into. It also invites a broader discussion on how education can continue strengthening knowledge, standards, and opportunity across the board.

Foundations First: Why “Basic” Is Not Simple.

Across audio, video, lighting, control, and networking systems, strong fundamentals are the dividing line between technicians who follow instructions and professionals who understand systems.

There is a persistent demand for training that goes deeper than surface-level operation — education that explains why a system behaves the way it does, not just how to use it.

Whether on an audio console, a switcher, a lighting board, or within a signal chain, true foundational training is rooted in conceptual understanding:

• How signal actually flows through a system


• What each section of a device is responsible for (input, processing, routing, output, etc.)


• How components interact with one another in real-world environments


• How to troubleshoot logically instead of guessing

This type of training is often overlooked in favor of brand-specific instruction, software tutorials, or surface-level operation. In many cases, individuals are taught what to press, but not why they are pressing it — creating technicians who can repeat actions without truly understanding the system.

Foundational training, by contrast, is not easier — it is more demanding.

It requires clarity, precision, and deep mastery on the part of the instructor. It demands the ability to translate complex, interconnected concepts into language and experiences that build confidence rather than confusion.

This approach directly challenges the assumption that “basic” equals simplistic. In reality, true foundational work is some of the most sophisticated education in the industry because it requires expert-level comprehension of the entire system, not just its visible functions.

By keeping this type of training accessible in both language and cost, AV Educate creates space for emerging professionals, career changers, and experienced operators alike to strengthen or realign their understanding. This accessibility is not a compromise in standards — it is an investment in the future of the industry. Access, in this model, is not a liability.
It is the mission.

While this philosophy is aligned with AV Educate’s work, it is also a broader call to the AV community:

“Strong foundations create strong professionals. Without them, even the most advanced tools cannot be used to their full potential.”

On the Absence of a Screening Process

In the AV and production world, formal screening of students prior to training is rare — and for good reason. This is an industry built on practice, exposure, and real-world experience.

Traditionally:


• Students determine their own readiness


• Institutions clarify subject matter and expectations


• Instructors adapt to the skill levels in the room

Formal screening often creates unnecessary barriers. In a field already limited by cost, geography, and opportunity gaps, introducing additional filters risks reinforcing exclusion rather than growth.

Rather than filtering people out, AV Educate operates on a different philosophy:

• Clear explanation of course goals


• An open environment for questions and discussion


• Freedom to go “off-path” when deeper understanding is needed


• A belief that curiosity accelerates comprehension

This flexible, question-driven environment transforms classrooms into shared learning spaces. When students feel safe to ask questions, they engage more fully. When confusion is addressed, confidence grows.

The goal is not to restrict the room.
The goal is to elevate it.

Prerequisites and Who Education Is For

AV training, at its best, does not require permission.
It requires presence, intention, and effort.

Participation is not restricted by:


• Degrees


• Employers


• Job titles


• Length of experience


• Existing certifications

What matters is the willingness to learn.

Instruction, however, carries responsibility. Those who teach must demonstrate more than knowledge — they must possess:

• Real-world field experience


• Professional credibility within the industry


• The ability to communicate complex concepts clearly


• A genuine commitment to developing others


• Alignment with the values and purpose of AV Educate

This creates an essential balance:

Education is open to all.


Instruction is entrusted to those who earn it.

Students do not need to qualify.


Instructors must.

An Open Invitation to the Industry

As a nonprofit dedicated to equipping, enabling, and empowering the AV community. AV Educate recognizes that strengthening this industry is a collective effort.

We ask you:


• What are we missing?


• Where can AV education improve?


• What does the next generation of professionals truly need?


• How can we better preserve knowledge as pioneers step away?

If you believe in access, fundamentals, mentorship, and real-world learning — your voice matters.

Reach out directly to our founder: omar@aveducate.com

No gatekeeping. No ego.
Just growth.

AV Educate does not exist to filter potential.
It exists to cultivate it.

“Growth happens when individuals are given opportunity, guidance, and proximity to those willing to share what they have earned.”

— Omar Colom

Students do not need to qualify to learn.
Instructors must qualify to teach. That distinction is the foundation on which progress is built.
And on that foundation, people rise.