Degree	Content of tasks	Sex	Level of education attained	Data type	Total
Degree of influence in the order and content of tasks	Total	Both sexes	First stage and lower secondary education	Absolute values	6.055,3
Degree of influence in the order and content of tasks	Total	Both sexes	First stage and lower secondary education	Percentage	100
Degree of influence in the order and content of tasks	Total	Both sexes	Second stage secondary education	Absolute values	4.959,8
Degree of influence in the order and content of tasks	Total	Both sexes	Second stage secondary education	Percentage	100
Degree of influence in the order and content of tasks	Total	Both sexes	Higher education	Absolute values	9.358,4
Degree of influence in the order and content of tasks	Total	Both sexes	Higher education	Percentage	100
Degree of influence in the order and content of tasks	Total	Males	First stage and lower secondary education	Absolute values	3.872,5
Degree of influence in the order and content of tasks	Total	Males	First stage and lower secondary education	Percentage	100
Degree of influence in the order and content of tasks	Total	Males	Second stage secondary education	Absolute values	2.670,3
Degree of influence in the order and content of tasks	Total	Males	Second stage secondary education	Percentage	100
Degree of influence in the order and content of tasks	Total	Males	Higher education	Absolute values	4.410,4
Degree of influence in the order and content of tasks	Total	Males	Higher education	Percentage	100
Degree of influence in the order and content of tasks	Total	Females	First stage and lower secondary education	Absolute values	2.182,8
Degree of influence in the order and content of tasks	Total	Females	First stage and lower secondary education	Percentage	100
Degree of influence in the order and content of tasks	Total	Females	Second stage secondary education	Absolute values	2.289,5
Degree of influence in the order and content of tasks	Total	Females	Second stage secondary education	Percentage	100
Degree of influence in the order and content of tasks	Total	Females	Higher education	Absolute values	4.947,9
Degree of influence in the order and content of tasks	Total	Females	Higher education	Percentage	100
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Both sexes	First stage and lower secondary education	Absolute values	1.859,7
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Both sexes	First stage and lower secondary education	Percentage	30,71
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Both sexes	Second stage secondary education	Absolute values	1.508
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Both sexes	Second stage secondary education	Percentage	30,4
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Both sexes	Higher education	Absolute values	3.353,7
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Both sexes	Higher education	Percentage	35,84
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	First stage and lower secondary education	Absolute values	1.197
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	First stage and lower secondary education	Percentage	30,91
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	Second stage secondary education	Absolute values	876,8
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	Second stage secondary education	Percentage	32,84
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	Higher education	Absolute values	1.735,4
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	Higher education	Percentage	39,35
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	First stage and lower secondary education	Absolute values	662,7
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	First stage and lower secondary education	Percentage	30,36
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	Second stage secondary education	Absolute values	631,2
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	Second stage secondary education	Percentage	27,57
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	Higher education	Absolute values	1.618,3
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	Higher education	Percentage	32,71
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	First stage and lower secondary education	Absolute values	301,9
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	First stage and lower secondary education	Percentage	4,99
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	Second stage secondary education	Absolute values	285,1
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	Second stage secondary education	Percentage	5,75
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	Higher education	Absolute values	811,5
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	Higher education	Percentage	8,67
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	First stage and lower secondary education	Absolute values	191,8
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	First stage and lower secondary education	Percentage	4,95
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	Second stage secondary education	Absolute values	149,7
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	Second stage secondary education	Percentage	5,61
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	Higher education	Absolute values	358,1
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	Higher education	Percentage	8,12
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	First stage and lower secondary education	Absolute values	110,1
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	First stage and lower secondary education	Percentage	5,05
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	Second stage secondary education	Absolute values	135,4
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	Second stage secondary education	Percentage	5,91
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	Higher education	Absolute values	453,4
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	Higher education	Percentage	9,16
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Both sexes	First stage and lower secondary education	Absolute values	169,3
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Both sexes	First stage and lower secondary education	Percentage	2,8
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Both sexes	Second stage secondary education	Absolute values	154,8
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Both sexes	Second stage secondary education	Percentage	3,12
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Both sexes	Higher education	Absolute values	317,1
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Both sexes	Higher education	Percentage	3,39
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Males	First stage and lower secondary education	Absolute values	86,9
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Males	First stage and lower secondary education	Percentage	2,24
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Males	Second stage secondary education	Absolute values	67
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Males	Second stage secondary education	Percentage	2,51
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Males	Higher education	Absolute values	118,5
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Males	Higher education	Percentage	2,69
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Females	First stage and lower secondary education	Absolute values	82,4
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Females	First stage and lower secondary education	Percentage	3,78
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Females	Second stage secondary education	Absolute values	87,8
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Females	Second stage secondary education	Percentage	3,84
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Females	Higher education	Absolute values	198,6
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and little or none in the content	Females	Higher education	Percentage	4,01
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Both sexes	First stage and lower secondary education	Absolute values	142,7
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Both sexes	First stage and lower secondary education	Percentage	2,36
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Both sexes	Second stage secondary education	Absolute values	146,6
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Both sexes	Second stage secondary education	Percentage	2,96
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Both sexes	Higher education	Absolute values	372,1
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Both sexes	Higher education	Percentage	3,98
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Males	First stage and lower secondary education	Absolute values	90,9
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Males	First stage and lower secondary education	Percentage	2,35
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Males	Second stage secondary education	Absolute values	79,3
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Males	Second stage secondary education	Percentage	2,97
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Males	Higher education	Absolute values	175
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Males	Higher education	Percentage	3,97
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Females	First stage and lower secondary education	Absolute values	51,8
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Females	First stage and lower secondary education	Percentage	2,37
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Females	Second stage secondary education	Absolute values	67,4
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Females	Second stage secondary education	Percentage	2,94
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Females	Higher education	Absolute values	197,1
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Females	Higher education	Percentage	3,98
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	First stage and lower secondary education	Absolute values	1.091,2
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	First stage and lower secondary education	Percentage	18,02
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Second stage secondary education	Absolute values	894,6
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Second stage secondary education	Percentage	18,04
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Higher education	Absolute values	1.830,8
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Higher education	Percentage	19,56
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	First stage and lower secondary education	Absolute values	691,2
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	First stage and lower secondary education	Percentage	17,85
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Second stage secondary education	Absolute values	473,5
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Second stage secondary education	Percentage	17,73
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Higher education	Absolute values	847
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Higher education	Percentage	19,21
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	First stage and lower secondary education	Absolute values	400
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	First stage and lower secondary education	Percentage	18,32
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Second stage secondary education	Absolute values	421,1
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Second stage secondary education	Percentage	18,39
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Higher education	Absolute values	983,8
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Higher education	Percentage	19,88
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Both sexes	First stage and lower secondary education	Absolute values	303,2
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Both sexes	First stage and lower secondary education	Percentage	5,01
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Both sexes	Second stage secondary education	Absolute values	289,7
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Both sexes	Second stage secondary education	Percentage	5,84
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Both sexes	Higher education	Absolute values	542,9
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Both sexes	Higher education	Percentage	5,8
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Males	First stage and lower secondary education	Absolute values	172,2
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Males	First stage and lower secondary education	Percentage	4,45
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Males	Second stage secondary education	Absolute values	124,1
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Males	Second stage secondary education	Percentage	4,65
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Males	Higher education	Absolute values	226,1
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Males	Higher education	Percentage	5,13
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Females	First stage and lower secondary education	Absolute values	131
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Females	First stage and lower secondary education	Percentage	6
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Females	Second stage secondary education	Absolute values	165,6
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Females	Second stage secondary education	Percentage	7,23
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Females	Higher education	Absolute values	316,8
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Females	Higher education	Percentage	6,4
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Both sexes	First stage and lower secondary education	Absolute values	68,6
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Both sexes	First stage and lower secondary education	Percentage	1,13
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Both sexes	Second stage secondary education	Absolute values	55,6
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Both sexes	Second stage secondary education	Percentage	1,12
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Both sexes	Higher education	Absolute values	131,8
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Both sexes	Higher education	Percentage	1,41
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Males	First stage and lower secondary education	Absolute values	41,8
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Males	First stage and lower secondary education	Percentage	1,08
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Males	Second stage secondary education	Absolute values	33
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Males	Second stage secondary education	Percentage	1,24
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Males	Higher education	Absolute values	59,3
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Males	Higher education	Percentage	1,34
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Females	First stage and lower secondary education	Absolute values	26,9
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Females	First stage and lower secondary education	Percentage	1,23
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Females	Second stage secondary education	Absolute values	22,6
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Females	Second stage secondary education	Percentage	0,99
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Females	Higher education	Absolute values	72,6
Degree of influence in the order and content of tasks	Little or no influence in the order and broad or very broad in the content	Females	Higher education	Percentage	1,47
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Both sexes	First stage and lower secondary education	Absolute values	171,8
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Both sexes	First stage and lower secondary education	Percentage	2,84
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Both sexes	Second stage secondary education	Absolute values	149,1
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Both sexes	Second stage secondary education	Percentage	3,01
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Both sexes	Higher education	Absolute values	292,5
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Both sexes	Higher education	Percentage	3,13
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	First stage and lower secondary education	Absolute values	116,5
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	First stage and lower secondary education	Percentage	3,01
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	Second stage secondary education	Absolute values	87
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	Second stage secondary education	Percentage	3,26
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	Higher education	Absolute values	125,6
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	Higher education	Percentage	2,85
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Females	First stage and lower secondary education	Absolute values	55,3
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Females	First stage and lower secondary education	Percentage	2,53
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Females	Second stage secondary education	Absolute values	62,1
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Females	Second stage secondary education	Percentage	2,71
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Females	Higher education	Absolute values	166,9
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Females	Higher education	Percentage	3,37
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	First stage and lower secondary education	Absolute values	1.647,8
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	First stage and lower secondary education	Percentage	27,21
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Second stage secondary education	Absolute values	1.249,6
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Second stage secondary education	Percentage	25,19
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Higher education	Absolute values	1.352,4
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Higher education	Percentage	14,45
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	First stage and lower secondary education	Absolute values	1.070,8
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	First stage and lower secondary education	Percentage	27,65
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Second stage secondary education	Absolute values	650,5
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Second stage secondary education	Percentage	24,36
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Higher education	Absolute values	581,4
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Higher education	Percentage	13,18
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	First stage and lower secondary education	Absolute values	577
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	First stage and lower secondary education	Percentage	26,43
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Second stage secondary education	Absolute values	599,1
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Second stage secondary education	Percentage	26,17
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Higher education	Absolute values	771
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Higher education	Percentage	15,58
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	First stage and lower secondary education	Absolute values	299,1
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	First stage and lower secondary education	Percentage	4,94
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Second stage secondary education	Absolute values	226,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Second stage secondary education	Percentage	4,57
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Higher education	Absolute values	353,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Higher education	Percentage	3,78
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	First stage and lower secondary education	Absolute values	213,5
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	First stage and lower secondary education	Percentage	5,51
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Second stage secondary education	Absolute values	129,4
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Second stage secondary education	Percentage	4,85
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Higher education	Absolute values	184
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Higher education	Percentage	4,17
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	First stage and lower secondary education	Absolute values	85,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	First stage and lower secondary education	Percentage	3,92
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Second stage secondary education	Absolute values	97,2
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Second stage secondary education	Percentage	4,24
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Higher education	Absolute values	169,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Higher education	Percentage	3,43