National education policies play a pivotal role in shaping the structure, content, and delivery of higher education curricula, including accounting programs. In recent decades, governments worldwide have introduced policy reforms aimed at improving graduate employability, promoting digital transformation, ensuring inclusivity, and aligning education with national development goals. Accounting curriculum design, traditionally influenced by professional standards and global accounting frameworks, is increasingly required to respond to these policy priorities. This paper critically examines the relationship between national education policies and accounting curriculum design, highlighting how policy directives influence learning outcomes, pedagogy, assessment, and skill development. Drawing on policy analysis, curriculum theory, and accounting education literature, the study proposes an integrative framework for policy-aligned accounting curriculum design. The paper discusses challenges in implementation and offers recommendations for policymakers, institutions, and educators to ensure coherence between national education goals and accounting education outcomes.