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	6.204,6
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	4.991
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	9.335,1
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	3.975,4
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	2.701,2
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	4.426,3
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	2.229,1
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	2.289,8
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	4.908,8
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	1.878,6
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	30,28
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	1.522,5
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	30,5
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	3.322
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	35,59
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	1.212,7
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	30,51
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	886,9
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	32,83
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	1.729,2
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Males	Higher education	Percentage	39,07
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	665,8
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	29,87
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	635,6
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	27,76
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	1.592,8
Degree of influence in the order and content of tasks	Broad or very broad influence in both order and content	Females	Higher education	Percentage	32,45
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	308,2
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	First stage and lower secondary education	Percentage	4,97
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	286,4
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Both sexes	Second stage secondary education	Percentage	5,74
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	810,2
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	8,68
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	195,9
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	First stage and lower secondary education	Percentage	4,93
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	150,6
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Males	Second stage secondary education	Percentage	5,57
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	359,9
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	8,13
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	112,2
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	First stage and lower secondary education	Percentage	5,03
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	135,8
Degree of influence in the order and content of tasks	Broad or very broad influence in the order and some influence in the content	Females	Second stage secondary education	Percentage	5,93
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	450,3
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	9,17
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	175,6
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	Both sexes	First stage and lower secondary education	Percentage	2,83
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	158,7
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	Second stage secondary education	Percentage	3,18
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	317,9
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	3,41
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	86,5
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	First stage and lower secondary education	Percentage	2,17
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	69,5
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	Second stage secondary education	Percentage	2,57
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	118,2
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	2,67
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	Females	First stage and lower secondary education	Absolute values	89,2
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	Females	First stage and lower secondary education	Percentage	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	Second stage secondary education	Absolute values	89,2
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	Females	Second stage secondary education	Percentage	3,9
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	Females	Higher education	Absolute values	199,8
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	Higher education	Percentage	4,07
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	145,9
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	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	Both sexes	Second stage secondary education	Absolute values	143,4
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	2,87
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	370,7
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	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	Males	First stage and lower secondary education	Absolute values	92,1
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	2,32
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	79,6
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	2,95
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	176
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	3,98
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	53,8
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	2,41
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	63,7
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	2,78
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	194,7
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	3,97
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	1.117,1
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
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	902,1
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Second stage secondary education	Percentage	18,07
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Higher education	Absolute values	1.832,3
Degree of influence in the order and content of tasks	Some influence in both order and content	Both sexes	Higher education	Percentage	19,63
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	713,1
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	17,94
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Second stage secondary education	Absolute values	482,2
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Second stage secondary education	Percentage	17,85
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Higher education	Absolute values	857,3
Degree of influence in the order and content of tasks	Some influence in both order and content	Males	Higher education	Percentage	19,37
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	404
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	18,12
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Second stage secondary education	Absolute values	419,8
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Second stage secondary education	Percentage	18,34
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Higher education	Absolute values	975
Degree of influence in the order and content of tasks	Some influence in both order and content	Females	Higher education	Percentage	19,86
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	309,5
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	4,99
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	294,3
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	5,9
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	Absolute values	535,9
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	5,74
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	173,4
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	4,36
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	125,6
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	223,2
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	5,04
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	136,1
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	6,11
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	168,7
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	7,37
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	312,7
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	6,37
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	72,1
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	Both sexes	First stage and lower secondary education	Percentage	1,16
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	Second stage secondary education	Absolute values	55,2
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	1,11
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	132,3
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	Higher education	Percentage	1,42
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	43,1
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	1,08
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	33,2
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	1,23
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	Males	Higher education	Absolute values	59,2
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	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	Females	First stage and lower secondary education	Percentage	1,3
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	Females	Second stage secondary education	Absolute values	22
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	0,96
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	73,1
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	Females	Higher education	Percentage	1,49
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	178,8
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	2,88
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	2,99
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	288,8
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	Higher education	Percentage	3,09
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	119,6
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Males	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	88,2
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	3,27
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	126,2
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	59,2
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	2,66
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	60,9
Degree of influence in the order and content of tasks	Little or no influence in the order and some influence in the content	Females	Second stage secondary education	Percentage	2,66
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	162,5
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	3,31
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	1.703
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	27,45
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	1.247,7
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
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Higher education	Absolute values	1.360,9
Degree of influence in the order and content of tasks	Little influence in both order and content	Both sexes	Higher education	Percentage	14,58
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	1.115,8
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	28,07
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Second stage secondary education	Absolute values	655,7
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Second stage secondary education	Percentage	24,28
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Higher education	Absolute values	588,7
Degree of influence in the order and content of tasks	Little influence in both order and content	Males	Higher education	Percentage	13,3
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	587,2
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	26,34
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Second stage secondary education	Absolute values	591,9
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Second stage secondary education	Percentage	25,85
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Higher education	Absolute values	772,2
Degree of influence in the order and content of tasks	Little influence in both order and content	Females	Higher education	Percentage	15,73
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	315,9
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	First stage and lower secondary education	Percentage	5,09
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Second stage secondary education	Absolute values	231,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Second stage secondary education	Percentage	4,64
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Higher education	Absolute values	364
Degree of influence in the order and content of tasks	No answer/ Don't know	Both sexes	Higher education	Percentage	3,9
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	First stage and lower secondary education	Absolute values	223,3
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	First stage and lower secondary education	Percentage	5,62
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Second stage secondary education	Absolute values	129,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Second stage secondary education	Percentage	4,8
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Higher education	Absolute values	188,3
Degree of influence in the order and content of tasks	No answer/ Don't know	Males	Higher education	Percentage	4,25
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	First stage and lower secondary education	Absolute values	92,6
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	First stage and lower secondary education	Percentage	4,15
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Second stage secondary education	Absolute values	102,1
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Second stage secondary education	Percentage	4,46
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Higher education	Absolute values	175,7
Degree of influence in the order and content of tasks	No answer/ Don't know	Females	Higher education	Percentage	3,58