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