The GCSE results were published yesterday, and yet again suspicions were voiced that examinations were getting easier.

Like the A-levels a week ago, it is a great pity that the controversy has overshadowed the undoubted achievements of our children and our schools.

It is important that, in the heat of the current debate, we do not overlook the hard work and sustained effort of the vast majority of students to attain the grades they did.

After all, they can only do the exam papers and course work placed before them to the best of their ability.

They bear no responsibility for the severity of the academic tests. Ultimately, that lies with the Government and the standards agencies it controls.

We should not be too surprised that standards are rising. The passage of time generally brings progress and improvements in most aspects of life. Why should education be an exception to that rule?

Nevertheless, we need to escape the annual round of carping at exam results from certain quarters.

This ritual undermines the achievements of children and the public's confidence in our education system.

The only way to break away from the sense of suspicion and doubt is have a thorough investigation into the standards of examinations.

Once and for all, this may end the debate, and concentrate all efforts into raising standards, rather than questioning them.

The investigation may well conclude that there is a need to reform the grades structure and improve its relevance to further education institutions, commerce and industry.

But it is unlikely the investigation will support claims that examinations are easier than they used to be.

We must not be complacent. Our schools and our system of education have ample scope for improvement.

But the likelihood is that, compared to a generation ago, our children are brighter, our schools are better and our teachers are more skillful.

That is the obvious conclusion to be drawn from successive years of improved results, and the conclusion many people are unwilling to contemplate.