What I like about the spin indulged in by politicians and 'experts' is that, sooner or later, the truth will out, leaving them looking, at best, duplicitous and at worst plain wrong.

Take the GCSE exam, for example.

The Government is at pains to trumpet the exam's resounding success. Not only does it cater for all abilities but the rising number of passes year on year shows that it motivates more and more pupils to strive for five good passes, which puts them on the road to success. Children, so we are told, are getting brighter. Then, doubts are sown in our minds.

First, we learn that 50,000 pupils play truant from school every day and then it is revealed that some schools manipulate their way up the league tables by putting their children in for the low-level GNVQ exams, each of which counts for five GCSE passes.

Then we have emerging stories about the pass rates coming from examiners, who tell us that pressure is applied on them to pass more students in maths, regardless of their poor performances.

In science, it appears a child may earn 75 per cent by merely ticking boxes in multiple choice. Language examiners are told to mark current work that has gross errors in spelling and grammar.

In spite of this worrying evidence, however, we are told categorically that the pleasing rise in GCSE pass rates is not only thanks to the children, but also to the excellence of their teachers, who have every reason to be proud of themselves.

Then we read that a quarter of all maths teachers have no qualifications in maths at all and that the Government is now planning to send thousands of state school pupils to the private sector for tuition in maths, science and languages because of "a lack of good state school teachers in three key subjects".

Perhaps it has not yet dawned on the Government that well qualified graduates in these subjects, whose skills are much in demand elsewhere in the economy, wouldn't touch the GCSE syllabuses with the proverbial bargepole. This leaves the Government to suddenly become alarmed about the frightening trend for physics and chemistry departments in good universities to close for lack of students, and staff on maths and engineering courses to complain at the woeful lack of basic skills in maths in their undergraduates. It appears that doing GCSE in science or maths gives a student so little chance of doing well at A level that they opt for easier subjects, then go on to do degrees in easier subjects.

Then, at the Education Forum in March at the NEC one educationalist informed the audience, without a ghost of a smile, that all children are "brilliant" and was greeted by the assembled acolytes of sound-bite education with rapturous applause.

Yet now we find the National Academy for Gifted and Talented Youth saying many schools are deliberately failing to implement the instruction to support and encourage their own gifted children because they say that such an agenda is divisive.

And so, on it goes. Scratch the surface of those who have a vested interest in pretending that the education system is thriving in their safe hands and all you find is a nasty can of worms.