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