The International Baccalaureate explicitly acknowledges this as a key issue, and claims to teach these skills specifically.

I can speak from personal experience in saying that they utterly fail at this - the coursework alone might be slightly better, but the implementation is still much too reliant on teachers, and their behaviors has an effect several orders of magnitude greater than the standard material in how much the learning to learn is actually made part of the students versus just giving us a couple more passwords that seem to be about other passwords.

They also completely ignore the recursivity issue (learning to learn to learn to learn ... ), which means students are left to deal with this problem on their own, lest they become stuck wasting enormous amounts of time attempting to perfectly optimize their learning methods and never accomplish any actual non-meta learning.

Mind, this is meant to be taken as a rant/anecdote. I might (though I wouldn't say it's highly likely) have just gotten the worst of it and the programme generally fares better, for all I know.