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