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;6.055,3
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;4.959,8
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;9.358,4
Degree of influence in the order and content of tasks;Total;Both sexes;Higher education;Percentage;100
Degree of influence in the order and content of tasks;Total;Males;First stage and lower secondary education;Absolute values;3.872,5
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;2.670,3
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;4.410,4
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;2.182,8
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;2.289,5
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;4.947,9
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;1.859,7
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;30,71
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;1.508
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;30,4
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;3.353,7
Degree of influence in the order and content of tasks;Broad or very broad influence in both order and content;Both sexes;Higher education;Percentage;35,84
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;1.197
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;30,91
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;876,8
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;32,84
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;1.735,4
Degree of influence in the order and content of tasks;Broad or very broad influence in both order and content;Males;Higher education;Percentage;39,35
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;662,7
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;30,36
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;631,2
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;27,57
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;1.618,3
Degree of influence in the order and content of tasks;Broad or very broad influence in both order and content;Females;Higher education;Percentage;32,71
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;301,9
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Both sexes;First stage and lower secondary education;Percentage;4,99
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;285,1
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;5,75
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;811,5
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;Higher education;Percentage;8,67
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Males;First stage and lower secondary education;Absolute values;191,8
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Males;First stage and lower secondary education;Percentage;4,95
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;149,7
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Males;Second stage secondary education;Percentage;5,61
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;358,1
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;8,12
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;110,1
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;5,05
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;135,4
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Females;Second stage secondary education;Percentage;5,91
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;453,4
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and some influence in the content;Females;Higher education;Percentage;9,16
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;169,3
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;Both sexes;First stage and lower secondary education;Percentage;2,8
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;Second stage secondary education;Absolute values;154,8
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;Second stage secondary education;Percentage;3,12
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;317,1
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;Both sexes;Higher education;Percentage;3,39
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;86,9
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;First stage and lower secondary education;Percentage;2,24
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;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;Males;Second stage secondary 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;Males;Higher education;Absolute values;118,5
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;Higher education;Percentage;2,69
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;82,4
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;First stage and lower secondary education;Percentage;3,78
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;Females;Second stage secondary education;Absolute values;87,8
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;Second stage secondary education;Percentage;3,84
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;198,6
Degree of influence in the order and content of tasks;Broad or very broad influence in the order and little or none in the content;Females;Higher education;Percentage;4,01
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;142,7
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;First stage and lower secondary education;Percentage;2,36
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;146,6
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;2,96
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;372,1
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;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;Males;First stage and lower secondary education;Absolute values;90,9
Degree of influence in the order and content of tasks;Some influence in the order and broad or very broad in the content;Males;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;Males;Second stage secondary education;Absolute values;79,3
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;2,97
Degree of influence in the order and content of tasks;Some influence in the order and broad or very broad in the content;Males;Higher education;Absolute values;175
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;3,97
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;51,8
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;2,37
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;67,4
Degree of influence in the order and content of tasks;Some influence in the order and broad or very broad in the content;Females;Second stage secondary education;Percentage;2,94
Degree of influence in the order and content of tasks;Some influence in the order and broad or very broad in the content;Females;Higher education;Absolute values;197,1
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;3,98
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;1.091,2
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;18,02
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;894,6
Degree of influence in the order and content of tasks;Some influence in both order and content;Both sexes;Second stage secondary education;Percentage;18,04
Degree of influence in the order and content of tasks;Some influence in both order and content;Both sexes;Higher education;Absolute values;1.830,8
Degree of influence in the order and content of tasks;Some influence in both order and content;Both sexes;Higher education;Percentage;19,56
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;691,2
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;17,85
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Second stage secondary education;Absolute values;473,5
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Second stage secondary education;Percentage;17,73
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Higher education;Absolute values;847
Degree of influence in the order and content of tasks;Some influence in both order and content;Males;Higher education;Percentage;19,21
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;400
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;18,32
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Second stage secondary education;Absolute values;421,1
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Second stage secondary education;Percentage;18,39
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Higher education;Absolute values;983,8
Degree of influence in the order and content of tasks;Some influence in both order and content;Females;Higher education;Percentage;19,88
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;303,2
Degree of influence in the order and content of tasks;Some influence in the order and little or none in the content;Both sexes;First stage and lower secondary education;Percentage;5,01
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;289,7
Degree of influence in the order and content of tasks;Some influence in the order and little or none in the content;Both sexes;Second stage secondary education;Percentage;5,84
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;542,9
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;5,8
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;172,2
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;4,45
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;124,1
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;226,1
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;5,13
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;131
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
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;165,6
Degree of influence in the order and content of tasks;Some influence in the order and little or none in the content;Females;Second stage secondary education;Percentage;7,23
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;316,8
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;6,4
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Both sexes;First stage and lower secondary education;Absolute values;68,6
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Both sexes;First stage and lower secondary education;Percentage;1,13
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;55,6
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Both sexes;Second stage secondary education;Percentage;1,12
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;131,8
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;Both sexes;Higher education;Percentage;1,41
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;41,8
Degree of influence in the order and content of tasks;Little or no influence in the order and broad or very broad in the content;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
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;1,24
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;59,3
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;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;26,9
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;1,23
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;Females;Second stage secondary education;Absolute values;22,6
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;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;Females;Higher education;Absolute values;72,6
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;1,47
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;171,8
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;2,84
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;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;Both sexes;Higher education;Absolute values;292,5
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;3,13
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;116,5
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;87
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;3,26
Degree of influence in the order and content of tasks;Little or no influence in the order and some influence in the content;Males;Higher education;Absolute values;125,6
Degree of influence in the order and content of tasks;Little or no influence in the order and some influence in the content;Males;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;55,3
Degree of influence in the order and content of tasks;Little or no influence in the order and some influence in the content;Females;First stage and lower secondary education;Percentage;2,53
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;62,1
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;2,71
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;166,9
Degree of influence in the order and content of tasks;Little or no influence in the order and some influence in the content;Females;Higher education;Percentage;3,37
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;1.647,8
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;27,21
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;1.249,6
Degree of influence in the order and content of tasks;Little influence in both order and content;Both sexes;Second stage secondary education;Percentage;25,19
Degree of influence in the order and content of tasks;Little influence in both order and content;Both sexes;Higher education;Absolute values;1.352,4
Degree of influence in the order and content of tasks;Little influence in both order and content;Both sexes;Higher education;Percentage;14,45
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;1.070,8
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;27,65
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Second stage secondary education;Absolute values;650,5
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Second stage secondary education;Percentage;24,36
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Higher education;Absolute values;581,4
Degree of influence in the order and content of tasks;Little influence in both order and content;Males;Higher education;Percentage;13,18
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;577
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;26,43
Degree of influence in the order and content of tasks;Little influence in both order and content;Females;Second stage secondary education;Absolute values;599,1
Degree of influence in the order and content of tasks;Little influence in both order and content;Females;Second stage secondary education;Percentage;26,17
Degree of influence in the order and content of tasks;Little influence in both order and content;Females;Higher education;Absolute values;771
Degree of influence in the order and content of tasks;Little influence in both order and content;Females;Higher education;Percentage;15,58
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;299,1
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;First stage and lower secondary education;Percentage;4,94
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Second stage secondary education;Absolute values;226,6
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Second stage secondary education;Percentage;4,57
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Higher education;Absolute values;353,6
Degree of influence in the order and content of tasks;No answer/ Don't know;Both sexes;Higher education;Percentage;3,78
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;First stage and lower secondary education;Absolute values;213,5
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;First stage and lower secondary education;Percentage;5,51
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Second stage secondary education;Absolute values;129,4
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Second stage secondary education;Percentage;4,85
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Higher education;Absolute values;184
Degree of influence in the order and content of tasks;No answer/ Don't know;Males;Higher education;Percentage;4,17
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;First stage and lower secondary education;Absolute values;85,6
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;First stage and lower secondary education;Percentage;3,92
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Second stage secondary education;Absolute values;97,2
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Second stage secondary education;Percentage;4,24
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Higher education;Absolute values;169,6
Degree of influence in the order and content of tasks;No answer/ Don't know;Females;Higher education;Percentage;3,43