Teaching problem solving directly has not been one of our national educational objectives but should be. From Problem Solving: Toward a More Humanizing Curriculum (1975) by Otto Hollaway:

Many leading educators endeavored to launch reforms after World War II aimed at making education more responsive to the needs of students and a democratic society. A large number of outstanding experimental programs were moving effectively forward but were challenged by critics of life-centered, problem-centered education like Bestor, Conant, Hutchins and Rickover. These critics and many others became more vocal following the launching of Sputnik in 1957. Such events created doubt in the minds of many Americans concerning the quality of American education and its leadership. Pressures demanded a return to the uniform college preparatory, subject-centered curriculum.

I present some ideas about what should be done.

A standard formula is needed for problem solving. Students in K-12, colleges, and universities, and during their careers are constantly changing schools and jobs. In their careers they will be on problem-solving teams. There is a great need for a standardized formula for the problem-solving stages. Since SM-14 has been so well researched, I recommend it for the standard until some official body considers the matter. It is not copyrighted, and anyone is free to use it.

Preschool Through High School. From the beginning problem solving should be taught in every grade and across the curriculum. High school dropouts should be required to take a refresher course in problem solving before leaving.

Two-Year Colleges. Problem solving should be a required course, especially in the first year to catch potential dropouts. It might also make them aware of the value of a degree.

Education Colleges. Problem solving should be required of all graduates along with courses in how to teach problem solving.

Liberal Arts Colleges. These schools should have a heavier schedule of courses in problem solving and decision making. This would substantially increase the value of a liberal education.

Masters Degree Programs. These should include more intensive and specialized courses in particular domains and sub-domains.

PhD Degree Programs. These should include specialized and intensive teaching of problem solving. PhD holders should be known as the best educated in problem solving and decision making.