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;1.744,6
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;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;1.122,1
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;866
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;502,1
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;476
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;878,6
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;596,6
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;646,1
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;339,8
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;225,1
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;20,49
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;292,8
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;26,1
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;164,1
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;18,95
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;118,9
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;23,69
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;131,2
Degree of influence in the order and content of tasks;Broad or very broad influence in both order and content;Males;Higher education;Percentage;27,56
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;175,7
Degree of influence in the order and content of tasks;Broad or very broad influence in both order and content;Females;First stage and lower secondary education;Percentage;19,99
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;106,2
Degree of influence in the order and content of tasks;Broad or very broad influence in both order and content;Females;Second stage secondary education;Percentage;17,8
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;161,6
Degree of influence in the order and content of tasks;Broad or very broad influence in both order and content;Females;Higher education;Percentage;25,01
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;48,2
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;2,76
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;45,5
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Both sexes;Second stage secondary education;Percentage;4,14
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;69,7
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;Higher education;Percentage;6,21
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;19,5
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Males;First stage and lower secondary education;Percentage;2,26
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;13,2
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;Percentage;2,62
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;22,4
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;Higher education;Percentage;4,7
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Females;First stage and lower secondary education;Absolute values;28,6
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;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 some influence in the content;Females;Second stage secondary education;Absolute values;32,3
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;5,42
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;47,3
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;7,33
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;41,9
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;First stage and lower secondary education;Percentage;2,4
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;Both sexes;Second stage secondary education;Absolute values;19,5
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;Both sexes;Second stage secondary education;Percentage;1,78
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Both sexes;Higher education;Absolute values;34,8
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Both sexes;Higher education;Percentage;3,1
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Males;First stage and lower secondary education;Absolute values;13,6
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;First stage and lower secondary education;Percentage;1,57
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;Second stage secondary education;Absolute values;8,5
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;1,7
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;Higher education;Absolute values;11,9
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Males;Higher education;Percentage;2,51
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Females;First stage and lower secondary education;Absolute values;28,3
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Females;First stage and lower secondary education;Percentage;3,22
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
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;1,84
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Females;Higher education;Absolute values;22,8
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;3,53
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;25,1
Degree of influence in the order and content of tasks;Some influence in the order and broad or very broad in the content;Both sexes;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;Both sexes;Second stage secondary education;Absolute values;18,8
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;1,71
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;39
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;3,47
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;12,1
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;1,4
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;9,7
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;1,94
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;14,9
Degree of influence in the order and content of tasks;Some influence in the order and broad or very broad in the content;Males;Higher education;Percentage;3,13
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
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;1,48
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
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;1,51
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;24,1
Degree of influence in the order and content of tasks;Some influence in the order and broad or very broad in the content;Females;Higher education;Percentage;3,73
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;284,4
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;16,3
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;189,1
Degree of influence in the order and content of tasks;Some influence in both order and content;Both sexes;Second stage secondary education;Percentage;17,21
Degree of influence in the order and content of tasks;Some influence in both order and content;Both sexes;Higher education;Absolute values;186,1
Degree of influence in the order and content of tasks;Some influence in both order and content;Both sexes;Higher education;Percentage;16,59
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;138,2
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;First stage and lower secondary education;Percentage;15,96
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Second stage secondary education;Absolute values;80,3
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Second stage secondary education;Percentage;16
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Higher education;Absolute values;78,1
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Higher education;Percentage;16,41
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;146,3
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;16,65
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Second stage secondary education;Absolute values;108,8
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Second stage secondary education;Percentage;18,24
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Higher education;Absolute values;108
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Higher education;Percentage;16,71
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;73,8
Degree of influence in the order and content of tasks;Some influence in the order and little or none in the content;Both sexes;First stage and lower secondary education;Percentage;4,23
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;55,9
Degree of influence in the order and content of tasks;Some influence in the order and little or none in the content;Both sexes;Second stage secondary education;Percentage;5,09
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;63,7
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;5,68
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;37,1
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;4,29
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;23,6
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;4,7
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;21,6
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;4,55
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;36,7
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;4,18
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;32,3
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;5,41
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;42,1
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;6,52
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;18,3
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;First stage and lower secondary education;Percentage;1,05
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;10,9
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Both sexes;Second stage secondary education;Percentage;0,99
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Both sexes;Higher education;Absolute values;15,9
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;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;9,3
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Males;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;7,1
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;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;Higher education;Absolute values;3,3
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Males;Higher education;Percentage;0,68
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;9
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Females;First stage and lower secondary education;Percentage;1,02
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;3,7
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;0,63
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;1,96
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;41,4
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;2,37
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;37
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;3,37
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;26,3
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;2,34
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;19,6
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;2,26
Degree of influence in the order and content of tasks;Little or no influence in the order and some influence in the content;Males;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;3,32
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;2,26
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;21,8
Degree of influence in the order and content of tasks;Little or no influence in the order and some influence in the content;Females;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;20,3
Degree of influence in the order and content of tasks;Little or no influence in the order and some influence in the content;Females;Second stage secondary education;Percentage;3,41
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;15,5
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;2,4
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;763,1
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;43,74
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;434,8
Degree of influence in the order and content of tasks;Little influence in both order and content;Both sexes;Second stage secondary education;Percentage;39,58
Degree of influence in the order and content of tasks;Little influence in both order and content;Both sexes;Higher education;Absolute values;306,3
Degree of influence in the order and content of tasks;Little influence in both order and content;Both sexes;Higher education;Percentage;27,3
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;389,4
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;44,96
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Second stage secondary education;Absolute values;195,9
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Second stage secondary education;Percentage;39,01
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Higher education;Absolute values;137,5
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Higher education;Percentage;28,89
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;373,7
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;42,53
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
Degree of influence in the order and content of tasks;Little influence in both order and content;Females;Second stage secondary education;Percentage;40,06
Degree of influence in the order and content of tasks;Little influence in both order and content;Females;Higher education;Absolute values;168,8
Degree of influence in the order and content of tasks;Little influence in both order and content;Females;Higher education;Percentage;26,12
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;108,6
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;First stage and lower secondary education;Percentage;6,22
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Second stage secondary education;Absolute values;62
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Second stage secondary education;Percentage;5,64
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Higher education;Absolute values;87,6
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Higher education;Percentage;7,8
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;First stage and lower secondary education;Absolute values;63,1
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;First stage and lower secondary education;Percentage;7,28
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Second stage secondary education;Absolute values;28,1
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Second stage secondary education;Percentage;5,6
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Higher education;Absolute values;44,3
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Higher education;Percentage;9,3
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;First stage and lower secondary education;Absolute values;45,5
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;First stage and lower secondary education;Percentage;5,18
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Second stage secondary education;Absolute values;33,9
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Second stage secondary education;Percentage;5,68
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Higher education;Absolute values;43,3
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Higher education;Percentage;6,7