In this paper we examine the long-standing Swedish involvement in Tanzanian Folk DevelopmentColleges. We also address the wider issue of how continuity in transnational engagement canbe maintained in the field of popular and adult education during periods of significant politicaland ideological shifts. Folk Development Colleges in Tanzania are a clear example of adulteducation institutions that have survived dramatic fluctuations in political trends. The over 50Folk Development Colleges (FDC) established in Tanzania during the 1970s, as part of theTanzanian Government and President Julius Nyerere’s adult education policy plus the supportof Swedish aid, have survived significant political changes in both Tanzania and Sweden. TheSwedish aid to FDCs ended in the 1990s and adult education is in Tanzania today far frombeing a prioritized political area as it was during the 1970s and 1980s.Therefore, in additionto contributing to the existing knowledge developed regarding these colleges (Rogers, 2000;2013; 2018), the study of FDCs and the context that surrounded them can also provide lessonsof importance for understanding factors contributing to the continuity global solidarity andtransnational popular education activities.