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	1.693,5
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	1.098,6
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	1.115,4
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	834
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	504,5
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	468,3
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	859,5
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	594,2
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	647,1
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	329,8
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	19,48
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	225
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	20,48
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	295,7
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	26,51
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	157
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	18,82
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	118,4
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	23,48
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	132,4
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	Higher education	Percentage	28,27
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	172,8
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	20,11
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	106,6
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	17,94
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	163,3
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	Higher education	Percentage	25,24
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	47,7
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	First stage and lower secondary education	Percentage	2,82
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	46
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	4,19
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	70,2
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	6,29
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	18,4
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	First stage and lower secondary education	Percentage	2,2
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	12,7
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	2,52
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	21,9
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	Higher education	Percentage	4,67
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	First stage and lower secondary education	Absolute values	29,3
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	3,41
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	33,3
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	5,6
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	48,3
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	7,47
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	41,7
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	2,46
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	20,2
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	1,84
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	Both sexes	Higher education	Absolute values	34,9
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	Both sexes	Higher education	Percentage	3,13
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	13,7
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	1,65
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	8,6
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	Males	Second stage secondary education	Percentage	1,71
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	12,2
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	2,61
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	28
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	3,26
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	11,6
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	Second stage secondary education	Percentage	1,95
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	22,7
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	3,51
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	25,2
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	1,49
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	18,9
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	1,72
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	37,2
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	3,33
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	12
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	1,44
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	9,6
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	1,91
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	13,8
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	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	First stage and lower secondary education	Absolute values	13,2
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	1,54
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	9,3
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	1,56
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	23,4
Degree of influence in the order and content of tasks	Some influence in the order and broad or very broad in the content	Females	Higher education	Percentage	3,62
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	274,4
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	16,2
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	186,5
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Second stage secondary education	Percentage	16,97
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Higher education	Absolute values	186,5
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Higher education	Percentage	16,72
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	131,7
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	15,79
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Second stage secondary education	Absolute values	79,5
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Second stage secondary education	Percentage	15,76
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Higher education	Absolute values	76,1
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Higher education	Percentage	16,26
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	142,7
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	16,6
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Second stage secondary education	Absolute values	107
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Second stage secondary education	Percentage	18
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Higher education	Absolute values	110,3
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Higher education	Percentage	17,05
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	73,2
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	4,32
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	55,8
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	5,08
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	60,7
Degree of influence in the order and content of tasks	Some influence in the order and little or none in the content	Both sexes	Higher education	Percentage	5,44
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	37
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	4,44
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	24,2
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	4,79
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	20,6
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	4,41
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	36,2
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	4,21
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	31,6
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	5,32
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	40,1
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	6,19
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	17,6
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	1,04
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	10,3
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	Both sexes	Second stage secondary education	Percentage	0,94
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	16
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	1,44
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	9,1
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	1,1
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	6,5
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	1,29
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	3,4
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	Males	Higher education	Percentage	0,72
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	8,5
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	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	Second stage secondary education	Absolute values	3,8
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	Females	Second stage secondary education	Percentage	0,64
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	12,6
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	1,95
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	40,4
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	2,39
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	36,4
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	3,31
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	26,6
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	2,39
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	19,1
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	2,29
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	16,6
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	Second stage secondary education	Percentage	3,29
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	10,8
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	2,31
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	21,4
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	2,49
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	19,8
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	3,33
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	15,8
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	2,44
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	740,5
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	43,72
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	438,1
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Second stage secondary education	Percentage	39,88
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Higher education	Absolute values	302,2
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Higher education	Percentage	27,1
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	375,6
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	45,04
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Second stage secondary education	Absolute values	199,1
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Second stage secondary education	Percentage	39,46
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Higher education	Absolute values	134,2
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Higher education	Percentage	28,66
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	364,8
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	42,45
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Second stage secondary education	Absolute values	239,1
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Second stage secondary education	Percentage	40,24
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Higher education	Absolute values	168
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Higher education	Percentage	25,97
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	103
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	First stage and lower secondary education	Percentage	6,08
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Second stage secondary education	Absolute values	61,4
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Second stage secondary education	Percentage	5,59
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Higher education	Absolute values	85,3
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Higher education	Percentage	7,65
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	First stage and lower secondary education	Absolute values	60,4
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	First stage and lower secondary education	Percentage	7,24
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Second stage secondary education	Absolute values	29,3
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Second stage secondary education	Percentage	5,8
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Higher education	Absolute values	42,8
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Higher education	Percentage	9,15
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	First stage and lower secondary education	Absolute values	42,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	First stage and lower secondary education	Percentage	4,96
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Second stage secondary education	Absolute values	32,1
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Second stage secondary education	Percentage	5,41
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Higher education	Absolute values	42,5
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Higher education	Percentage	6,57