Studying Abroad: AP, A-Level, IB or OSSD?

The chart below shows the number of Turkish students studying at universities abroad between 1999 and 2023, based on UNESCO data.

The number of students studying abroad was around 30,000 in 1999. It increased to 45,000 in 2010 and remained around that level until 2019. After 2020, however, the numbers began rising rapidly and reached 67,000. This still represents only a very small proportion—0.73%—of the university student population in Türkiye.

Most Popular Study Destinations

The most popular countries among Turkish students are Germany, with 16,585 students; the United States, with 7,951; the United Kingdom, with 5,406; and Italy, with 5,398.

Canada, which ranks among the four countries attracting the largest numbers of international students worldwide, ranks ninth among Turkish students with 2,289 students. Australia does not appear in the top 10.

Germany’s Special Position

Germany, which ranks fifth among the countries attracting the most international students globally, is the favourite destination of Turkish students.

We have discussed the reasons for this in previous webinars. The most important reason is that public universities in Germany are tuition-free. Other important factors include the universities’ positions in global rankings, the wide range of programs available, and the global career opportunities available to graduates.

In addition, the cost of living is relatively reasonable, and students are permitted to work up to 20 hours per week. When Germany’s central location in Europe, rich history, and vibrant cultural life are added to these advantages, the country becomes particularly attractive to international students.

Germany’s large Turkish immigrant population also means that many students can find relatives or family friends living there, making the country even more attractive for students from Türkiye.

The Increase Appears Likely to Continue

I expect the number of students going to university abroad in general—and to Germany in particular—to continue increasing.

There are several strong indicators supporting this expectation. Recent data from Germany’s DAAD shows that the strong increase continued in Germany even after UNESCO’s data series ended in 2023.

During the 2023/24 winter semester, Türkiye became the third-largest source country for international students in Germany, with approximately 18,100 students. In 2024/25, the number of students from Türkiye rose to 20,900. This represents an increase of approximately 15.6% in just one year.

At the same time, the number of dual diploma programs in Türkiye continues to increase. As another indication of this growing interest, the Turkish Ministry of National Education introduced a centralized examination this year for students wishing to enter such programs: the Foreign Language Proficiency Exam for International Diploma and Certificate Programs.

Unfortunately, the Ministry has not disclosed how many students took the exam. However, it was administered in all 81 provinces, which indicates that interest in dual diploma programs is not limited to Türkiye’s largest cities.

International Students Coming to Türkiye

Our main subject is university education abroad, but it is also worth briefly looking at the number of international students coming to Türkiye for university.

The number of incoming students exceeded the number of outgoing students for the first time in 2013. By 2023, more than 300,000 international students were studying at universities in Türkiye.

In other words, from the perspective of the university economy, Türkiye has shifted from being an importer to an exporter.

The five leading countries of origin for international students choosing Türkiye are Syria, Azerbaijan, Iraq, Turkmenistan, and Iran.

In summary, while Turkish students tend to look west when studying abroad, students coming to Türkiye tend to come from the east.

What Do You Need to Study at a University Abroad?

The first rule for anyone interested in studying abroad is this: admission requirements vary from country to country, university to university, and even program to program. There is no single universal admissions requirement.

The second rule is that these requirements are constantly changing over time.

Institutions frequently revise their admission requirements based on factors such as their available capacity, enrollment levels, national higher education systems, and experiences with international students.

For this reason, decisions should always be based on up-to-date information.

High School Diploma

One general rule that is unlikely to change is that students need a high school diploma for university admission.

But which high school diploma?

For students in Türkiye, the easiest diploma to obtain is naturally the Turkish high school diploma.

Although this diploma is not sufficient for university admission in every country, it can be used in some countries when combined with additional examinations.

Based on our recent experience, countries including Italy, Ireland, Hungary, the United States, Canada, and China accept the Turkish high school diploma as part of the university admissions process, provided that students also demonstrate language proficiency through an exam such as IELTS or TOEFL and, where required, take a standardized assessment such as the SAT or ACT.

Germany accepts the Turkish high school diploma but requires the student to take the Turkish university entrance examination and be placed in a university program.

This pathway has three disadvantages:

1. The student cannot avoid the stress of the university entrance examination.
2. The student is restricted by the program in which they were placed in Türkiye.
3. Because examination results are announced relatively late, the student may have to wait an additional year before beginning university.

Nevertheless, I would like to emphasize that this remains the most practical and economical route.

In summary, the international qualifications discussed in the remainder of this article are not necessary for every country. However, any prestigious certificate demonstrating additional academic preparation may improve a student’s chances of admission.

Additional academic qualifications considered by universities can broaden a student’s application options and, in some cases, help satisfy entry requirements that the Turkish high school diploma alone does not meet.

International Certificates and Diplomas

Although it is possible to gain admission to universities in many countries with a Turkish high school diploma, some universities do not accept it.

For example, the University of Oxford does not accept Turkish high school diplomas, while the University of Geneva requires students to have completed two years of university education in Türkiye in addition to holding a high school diploma.

At many universities, presenting an international certificate or diploma alongside a Turkish high school diploma can also improve the likelihood of admission.

For this reason, international certificate and diploma programs are becoming increasingly popular in Türkiye.

I will examine these programs under three main categories:

1. Prestigious certificate programs that are not high school diplomas but provide strong academic signals to universities: AP and A-Level
2. An international high school diploma: IB
3. National high school diplomas: Abitur, OSSD, and others

1. Certificate Programs: AP and A-Level

What Is AP? A Flexible but Challenging Option

Advanced Placement (AP) is a U.S.-based system administered by the College Board.

AP is not a high school diploma. Students continue attending their regular high school while taking university introductory-level courses in selected subjects and sitting AP examinations.

As of the 2026–27 academic year, there are 42 different AP subject areas.

A student aiming to study engineering might choose Calculus BC, Physics C, and Chemistry, while a student interested in economics might take Calculus, Statistics, Microeconomics, and Macroeconomics.

One of AP’s most important advantages for students in Türkiye is its flexibility and accessibility.

Students do not necessarily have to attend a high school offering AP courses. Most AP exams can be taken without formally completing the corresponding course, and authorized examination centers are available in Türkiye.

The exams generally last two to three hours and are scored from 1 to 5. Universities determine for themselves which courses and scores they will accept.

At some universities, AP is not merely an additional qualification that strengthens an application; it can form part of the basic academic entry requirements.

For example, while Oxford does not accept the Turkish high school diploma on its own, it does accept certain AP combinations.

This means that students may be able to satisfy the academic entry requirements of certain universities without changing their school or their main high school diploma.

However, AP is not an easy route.

The courses are taught at university level and are added on top of the student’s normal high school workload.

One online preparation provider in Türkiye offers a 75-hour preparation program spread over eight months for a single AP exam. Preparing for four AP subjects could therefore involve 300 hours of instruction alone, excluding independent study.

Although taking an AP course is not mandatory before sitting the exam, students aiming for scores of 4 or 5 often use courses, private tutoring, or online support.

In 2026, the standard AP examination fee outside the United States is USD 129 per exam. Preparation and examination center fees may increase the total cost.

In summary, AP’s strength lies in its modular structure.

Students can provide a strong academic signal in several subjects without disrupting their existing high school education.

In return, they do not receive a new diploma, and they must take on a significant additional academic workload alongside their regular schooling.

What Is A-Level? Going Deep in Fewer Subjects

A-Level comes from the British education system and, like AP, is not by itself a high school diploma. It is an advanced academic qualification.

Unlike AP, however, A-Level is generally spread over two years, with students concentrating on three or four subjects.

International students most commonly encounter Cambridge International A Level and Pearson Edexcel International A Level.

The defining feature of A-Level is depth.

A student planning to study engineering might choose a combination such as Mathematics, Further Mathematics, Physics, and Chemistry.

This provides a strong academic foundation for university. However, making such specialized choices at age 16 or 17 can make it more difficult to change academic direction later.

The workload is significant.

Cambridge estimates approximately 360 guided learning hours for a full A Level. Four A-Levels therefore amount to roughly 1,440 hours, excluding independent study.

Cambridge examinations are held in June and November, while Pearson Edexcel’s modular structure offers three examination periods per year for many subjects.

A-Level is extremely well recognized by universities and can directly satisfy core academic entry requirements at some institutions.

Oxford, for example, recognizes International A-Levels as equivalent to British A-Levels and may require results ranging from AAA to A*A*A, depending on the program.

Organizing A-Level studies from Türkiye may not be as straightforward as AP.

There are institutions offering online preparation, but a preparation course is not the same as completing a full A-Level education.

Students also need to identify an authorized Cambridge or Pearson examination center that can register them for the exams.

In short, A-Level is an extremely strong pathway for students who know early what they want to study. However, its two-year structure, heavy workload, and requirement for early specialization make it difficult to complete alongside a Turkish high school education.

2. What Is IB? An International Diploma Program

The IB Diploma: Broad, Holistic, and Intensive

Unlike AP and A-Level, the International Baccalaureate Diploma Programme (IBDP) is an international diploma program covering the final two years of high school.

Before going into the details, let me state my personal opinion: I believe IB is the best diploma program in the world.

I recommend it to anyone who has access to the program and can manage its workload.

Students take six subjects from six different groups. At least three must be taken at Higher Level (HL), while the others are taken at Standard Level (SL).

A typical combination of three HL and three SL courses represents approximately 1,170 hours of instruction.

On top of this come Theory of Knowledge (TOK), the 4,000-word Extended Essay (EE), and Creativity, Activity, Service (CAS).

This structure prepares students not only for exams but also for research, academic writing, critical thinking, and time management.

Assessment is not based only on final examinations.

In addition to centrally administered exams, students complete internally and externally assessed work.

Each of the six courses is scored from 1 to 7, giving a maximum of 42 points. Up to three additional points can be earned through TOK and the Extended Essay, bringing the maximum total to 45.

The basic threshold for receiving the diploma is 24 points, although selective universities may require significantly higher results.

Oxford, for example, may require an overall score of 38–40, together with scores of 6 or 7 in specified HL subjects depending on the program.

One of IB’s major advantages is that it combines breadth with depth.

While an A-Level student concentrates on only a few subjects, an IB student continues studying across areas such as languages, social sciences, sciences, and mathematics.

The price of this breadth is a very demanding and continuous workload.

For students who are exceptionally strong in one area but have little interest in others, this breadth may feel more like a burden than an advantage.

Challenges of IB in Türkiye

IB is well established in Türkiye. According to the current list, 85 schools offer the Diploma Programme.

However, 72 of these schools are private, while only 13 are public schools.

Because the IB Diploma cannot be obtained independently simply by sitting a few external examinations, students must join the program through an authorized IB World School.

This makes accessibility and cost important considerations.

Private school fees can be high.

For example, at Hisar School, annual tuition for a new high school student in 2026–27 is approximately TRY 2 million including VAT.

At MEF International School İzmir, the total cost of the two-year IB Diploma period at current prices is approximately USD 83,000.

These figures are not the “price of the IB Diploma.” They represent the cost of the student’s private school education. However, because the majority of IB schools are private institutions, economic accessibility is limited.

A second challenge in Türkiye is human resources.

Delivering IB effectively requires not only strong subject teachers but experienced teachers who understand the IB curriculum, Internal Assessment processes, and assessment system.

Strong academic resources and library support are also needed for the Extended Essay.

Finding and retaining such staff can be particularly difficult outside Istanbul.

As a result, the wide subject catalogue available in IB on paper cannot necessarily be offered in practice by every school.

Families should therefore ask not only, “Does this school offer IB?” but also:

• Which HL and SL subjects are actually available?
• How experienced are the teachers with IB?
• What is the teacher turnover rate?
• What kind of support is provided for the Extended Essay?

Two schools leading to the same IB Diploma can provide very different educational experiences.

3. National High School Diplomas

The third option is to earn the national high school diploma of another country.

Germany’s Abitur, France’s Baccalauréat, and the Matura/Maturita diplomas used in several European countries fall into this category.

The American high school diploma can also broadly be considered within this group. However, because education in the United States is governed at the state level, there is no single standardized national American high school diploma.

These diplomas are primarily qualifications awarded at the end of the secondary education system in their respective countries, although they may also be recognized elsewhere.

For a student in Türkiye, the main challenge is accessibility.

Most require studying at a school that follows the relevant country’s curriculum and, in some cases, knowing that country’s language.

For this reason, families should consider not only international recognition, but also accessibility from Türkiye, duration, cost, and whether the program can be completed alongside the student’s existing high school education.

What Is OSSD? The High School Diploma of Ontario, Canada

The Ontario Secondary School Diploma (OSSD) is the official high school diploma awarded in the Canadian province of Ontario.

Canada does not have a single national high school diploma; education is the responsibility of the provinces.

What makes the OSSD distinctive for students in Türkiye is that students outside Ontario can also earn the diploma by completing online courses through inspected Ontario schools.

A student completing all of high school in Ontario normally earns 30 credits and must also meet graduation requirements such as the literacy requirement and 40 hours of community involvement.

For students who have previously studied outside Ontario, earlier coursework may be assessed and used to satisfy part of the graduation requirements.

This means that a student in Türkiye who has already completed Grade 9, Grade 10, or Grade 11 does not necessarily need to take all 30 courses again. The number of required courses depends on the student’s previous education.

This makes it possible to complete the OSSD as a second diploma while continuing at a Turkish high school.

The OSSD assessment system differs from AP and A-Level.

Grades are not determined solely by a centralized final exam. Coursework completed throughout the term is combined with a final evaluation.

For university applications, students’ individual course grades matter rather than a single IB or AP score.

Ontario universities typically consider six Grade 12 U/M-level courses, including the compulsory English course and any prerequisites required by the academic program.

This system gives students considerable flexibility in selecting courses.

Because it can also be completed online from Türkiye, students can earn a second high school diploma without leaving their families or taking on accommodation costs in Canada.

However, not every institution claiming to offer “OSSD” is authorized to issue the diploma.

Families should verify that the school is inspected by the Ontario Ministry of Education and authorized to grant OSSD credits.

The flexibility of the OSSD is also its main risk.

AP and A-Level examinations are centralized, while IB is largely standardized. A significant proportion of OSSD course delivery and assessment, however, takes place at the school level.

As a result, the quality of education can vary between schools even though the diploma has the same name.

Teacher quality, student-teacher interaction, whether classes are synchronous, the rigor of assessment, and academic integrity practices therefore become particularly important when choosing a school.

The OSSD can be particularly interesting for students who want a second diploma while continuing at a Turkish high school, who do not want their future to depend on a single centralized examination, and who want to choose courses according to their university goals.

However, families should ask not only, “Which diploma am I getting?” but also, “Which school am I earning this diploma from, and what kind of education am I receiving while earning it?”

AP vs A-Level vs IB vs OSSD

As we have seen, the four options examined so far are actually quite different from one another.

The table below summarizes the main differences.

As the table shows, there is no single option that can simply be described as “the best.”

The right choice depends on the student’s goals, academic strengths, how early they know what they want to study, the school they currently attend, the amount of time they can dedicate, and the family’s budget.

AP may be suitable for students who want to provide a strong academic signal in several areas without disrupting their existing high school education.

Students can choose the courses they want, but they should remember that these university-level courses require serious preparation.

A-Level is a strong pathway for students who know at an early age what they want to study at university and want to develop substantial depth in a small number of subjects.

In return, students undertake a very demanding two-year program and have less flexibility to change academic direction.

IB is an important option for academically strong students who want a broader and more holistic high school education and can manage an intensive workload.

It also provides students with an international high school diploma.

However, because IB is primarily available through private schools in Türkiye, it can be expensive, and the broad theoretical range of subjects is not necessarily available in practice at every school.

OSSD offers a different advantage.

Students can continue their education in Türkiye, have some of their previous high school education recognized, and complete Ontario’s high school diploma.

The absence of a centralized final examination and the flexibility in course selection are important advantages.

However, because the system operates at the school level, the educational quality and assessment standards of the school become particularly important.

My recommendation to families, therefore, is not to begin by asking, “Which diploma or certificate is more prestigious?”

Instead, ask:

“What kind of learner is my child? In which countries and academic fields do they want to study at university? How much time and financial resources can we dedicate to this program?”

Once these questions have been answered, choosing between AP, A-Level, IB, and OSSD becomes much easier.